Online master’s in social work programs

Students should consider whether or not the program will fit their professional goals and if the program offers the flexibility and support they want. Different online MSW programs have different emphases and strengths.

The other thing to think about is when the classes are offered and how much time students have to commit to the program. Some programs may have more classes to choose from offered at different days and times that can accommodate varied work schedules and family commitments, while others may have fewer options. Programs will also vary in the advising and career support they offer to students, so it’s important to ask about the services that programs provide beyond just coursework.

In my experience the most challenging thing is keeping up with the work. If students can stay on track, online programs are great and offer accessibility that in-person programs cannot.

But, I do find that overall more students tend to fall behind in online programs than in in-person programs.

This varies across programs, but is important to ask about. In some programs the responsibility for finding a field placement is largely the responsibility of the student. In other cases the program can offer support and assistance in finding and securing field placements.

This is a great question to ask when exploring different programs.

In general, I think that the pandemic has put more stress on students as they manage their own experience of the pandemic and also work with clients who are highly impacted as well. It’s a challenge for us all, but I think we’ve tried to give students more flexibility and support as we all manage through this difficult time so that they can continue through the program as successfully as possible.

Luckily, the online program was in an excellent position to continue through the pandemic given that the faculty and students were already highly skilled at navigating the program virtually. I think it’s been more challenging for field placements, but we also got creative and flexible with that so that students could get their training and continue to make progress.

MSW graduates find a great variety of jobs. That’s one of the strengths of the MSW — it’s flexibility. Many students go into direct practice social work, including mental health, education, child welfare, and veterans services.

Others take positions in direct community programs, work in government positions, or engage in community organizing or advocacy.

Confirming that the MSW School you chose is accredited by the Council on Social Work Education will ensure that you are assessed and evaluated on the best standards and expectations to practice and that your degree can translate into a career.

Equally important is that most states mandate CSWE accreditation as part of the educational requirement for licensing. Be sure that you research the curriculum so that you know the various course offerings as well as any special areas of focus you might be interested in.

One of the identified areas is that the students are missing the “campus connection,” the ability to meet face to face with their peers and faculty and forming those connections. Another challenging component is adapting to the technology expectations.

The fieldwork components of the MSW Program are the same regardless of which program you chose. The field expectations and hours needed remain the same. You chose the field location-based on your interests and area you are willing to travel to.

I think the most important factors are the goodness of fit. What I mean by this is when you look at the curriculum, learn about the faculty and select a concentration that fits with where you are in your life stage and career goals. You should also explore the mechanism and structures for course delivery.

Some questions to ask would be: Are the courses offered synchronous or asynchronous? Are courses developed by the faculty that teach them or are they purchased by the school by an outside source? Do the courses follow guidelines for excellence such as being certified by Quality Matters or incorporate Universal Design? What are the mechanisms available for connecting with faculty, such as virtual office hours? Is there a high level of student engagement, such as being able to use telepresence for incorporating simulations? What level of technical support is offered to students? Does the program allow online students opportunities to engage in on-campus activities such as special lectures, student group meetings and other campus events. Finally, what special training do faculty receive to conduct online education?

The most challenging aspect of online education is also one of the greatest benefits. Online education requires students to take charge of their learning and be responsible for engaging in the online environment. In a traditional classroom students can often just “show up” and be exposed to content.

Online learning requires intentional action on the part of the student to engage in readings, lectures, assignments and discussions that direct the learning. While this can be a challenge for some students, it provides a critical skill set that is imperative once the students enter into professional practice.

The field component occurs much like it does in the traditional face-to-face model. Students are matched with an internship site that pairs opportunities with the student area of interest.

Online students may be placed in field settings across the country and literally around the world, allowing the student to take classes online but participate in field in their hometown or any other geographic location. Students work closely with the program field director to identify sites that may be appropriate, entering into learning agreements that support students across agencies and locations.

The pandemic has been a challenge across academia, sometimes forcing education online where it was typically only offered face-to-face. At Samford University we already had an established online curriculum which made moving our face-to-face students to online a little easier.

However, the pandemic also reinforced what we have always known about online education; that student-faculty engagement and interaction is key to a positive learning experience, especially as a faith-based institution. We were able to fully utilize conferencing applications such as Zoom and Webex, in addition to communication applications such as Pronto to stay connected with students.

At Samford we are known for our high level of student-faculty engagement, however since we were all (students, faculty and staff) finding ourselves in the same situations of moving to home offices, we were also able to connect on a more personal level, sharing experiences about our new co-workers (children, pets, etc.) and adapting alongside each other.

There has never been more of a need for professional social workers. The pandemic has highlighted social issues in a way that has emphasized the need for social work on all levels, from micro practice (individuals and families) to macro practice (policy, advocacy and community development). Many of our graduates are finding immediate employment in a field with continued high levels of projected growth.

Options that pave a path for becoming the kind of social worker a student plans to become are critical for professional identity and professional achievement. For example, at Aurora University, the program provides a curriculum that specializes in clinical social work.

We also have several tracks which allow a student to focus on specific career paths or maintain a path that is considered generalist in nature. Choices of areas of study are important.

One of the challenging aspects of enrolling in an online MSW program is a willingness to ask tough questions and to be intentionally vulnerable enough to use resources effectively. Successful students do not give up, they pursue information and assistance.

Fieldwork is the signature pedagogy of our clinical social work program. Students seek connections with agencies, governmental facilities, schools, hospitals, and community organizations while considering career goals. Settings are varied and may be located in urban or rural areas.

The placement must be vetted by the field team and an affiliation agreement is required before the student may engage in the internship experience. Once the necessary documents are finalized, the student will meet regularly with a field supervisor and will maintain regular contact with a field liaison to ensure that the competencies set forth by the Council on Social Work Education are mastered during the process. Students complete documents tracking field hours as well as achievements. Upon completion of the required internship hours, the student and supervisor submit the evaluation tools.

Field experiences include an understanding of micro, mezzo, and macro systems. The experience consists of learning that occurs while practicing social work skills outside of the classroom.

From my experience as a program director, students typically need to consider three important factors when choosing an online MSW program. The first factor to ask yourself is, “how well do I work independently?”

This is important to consider, since programs vary in terms of how much interaction is built into the classes. For example, the program at Northern Kentucky University (NKU) values a high level of interaction between and among students, student peers, and faculty. If this is something that is helpful to your learning, it is well worth the time to find a program that offers this form of interaction in an online environment.

The second factor to examine is “Are there required ‘live’ courses?” The program at NKU offers optional “live” courses, but they are not required. Therefore, depending on other responsibilities you may be managing simultaneously to being in school (working, caretaking, etc…), this may or may not be something you wish to have as part of your learning experience.

Lastly, the third factor is “what type of support does the university provide in terms of academic success, and are they accessible to online students?” This is important to consider, in case you have technology or curriculum related issues during your time in a MSW program.

Social work is such a versatile field, that a MSW opens a wide variety of potential employment opportunities. We have student graduates who go on to do clinical mental health therapy, case management, and other direct-practice roles.

We also have a number of graduates who pursue employment in hospitals and other medical social work settings. Additionally, a number of our graduates move into forensic social work positions that include but are not limited to: criminal justice settings, detention centers, juvenile justice, law enforcement, military, veterans, and/or child protection.

You also have the option to go into mezzo and macro work that focuses more on research, policy, and advocacy-related positions of employment. Truly, the sky is the limit!

As a certified trauma specialist, I highly recommend reading Bessel van der Kolk’s Body Keeps the Score. I also recommend the Whole Brained Child, by Dr. Dan Siegel, and anything published by Dr. Bruce Perry.

There are many important things to consider when choosing an online MSW program. First and foremost, students should ensure that the institution offering the degree is regionally accredited.

While accreditation doesn’t always guarantee quality, it does guarantee nationwide acceptance. Likewise, an MSW program should be accredited (or currently going through the process of accreditation) with the Council on Social Work Education. Discipline-specific accreditation is essential to ensure the degree will qualify the student for state licensure. Once these conditions have been satisfied, the student will want to seek out a degree in the area of specialization that will allow the student to pursue the career path the student desires.

For instance, if a student wants to become a clinical social worker, the student will want to seek out a program with a specialization in clinical social work. Finally, students will want to evaluate each program to ensure that the program is compatible with their individual goals and life situation. These factors may include things like the overall cost of attendance, synchronous vs. asynchronous learning, theoretical orientations, residency requirements, and postgraduate support.

Online education can be both challenging and rewarding. While some students may lament the loss of the traditional classroom, others relish the flexibility and additional one to one attention from the instructor offered by online programs.

Compared to the traditional classroom, online programs require students to take more responsibility for organizing their own time and setting aside time for their learning.

Online programs are similar to face-to-face programs with regard to fieldwork and the practicum experience. The field director will identify and certify agency field placements, and work with students to secure a field practicum placement.

The program will work with the student, field instructor and agency throughout the placement to ensure a quality learning experience, and troubleshoot any problems that may arise.

Online programs differ in how they organize their curriculum. Some online programs are highly customizable, while others offer no customization. Each approach has benefits and challenges. In highly customizable programs, students may tailor their experience.

On the other hand, these programs may not offer an experience that has been inclusively designed toward a particular specialization. Programs with few or no customization options have specialized the curriculum to address a specific area of practice and may have a more cohesive experience. However, students are not able to follow their own areas of interest.

Graduates of MSW programs are highly competitive across a wide range of positions. Since our program is clinical, our graduates tend to find jobs utilizing these skills. These positions tend to be in hospitals, community mental health centers, addictions treatment facilities, group psychotherapy practices, and other related agencies.

There are so many resources available to students! While I have favorites of my own, I would mostly encourage students to be curious in their pursuit of knowledge.

More importantly, whatever resource a student chooses to augment their learning, the student should engage with a group of peers to discuss ideas, debate issues and share burdens. In a world rich with resources, it can be easy to immerse oneself in passive learning and isolate oneself from the benefit of a community of peers.

Of course, many factors are important: the program’s area of specialization, cost, and the like. The two most important factors are not as obvious.

First and foremost, it is important to pick a program that offers adequate support and engagement. It is easy to get lost in an online program. Students don’t run into each other before and after class to chat about assignments, due dates, tips for success, etc. A good online program will have courses well-designed so that information is available and easy to find. An excellent program will connect you with a real human in the program who you can go to for help and support — someone who gets to know you and is invested in your success. Our program, for instance, connects each student with a faculty guide who is with the student throughout their time in the program.
A student’s faculty guide will work with them on professional development, competency development, career planning, and self-care. The faculty guide is a student’s “person” to help them with whatever they need in the program.

Second, it is important to have faculty who have experience doing what they are teaching. Often programs are staffed with career academics who have not practiced social work for many years. Think about how much more you will learn from an instructor who is actually engaged in practice while they teach! An instructor who practices social work can help you learn how to apply what you are learning instead of filling you up with abstract concepts and practices that are outdated.

One of the most challenging aspects of an online MSW program is feeling connected as a part of a community. Connection and community are difficult to find if a program consists of only online assignments and pre-recorded lectures (or lectures where students zoom in along with 40 other students).

Connection and community are possible and can be rich and rewarding in an online program if the program mindfully plans for them and provides support. One thing our program does to help establish connection and community, for instance, is to provide various means for personal video interactions with instructors, faculty guides, and fellow students. We also get together, in-person, one weekend per semester for a Professional Development Lab.

During these weekends, we share food, we rub elbows, we learn from experts, and we build relationships.

In our program, students engage with our fieldwork faculty and engage in online modules to learn about fieldwork requirements and expectations before finding placement sites.

Each student consults with faculty as they are selecting placement sites so that everyone can be assured of an appropriate learning site and supervisor that allow the student to grow professionally and well-develop social work competencies.

We utilize web-based software to help students, their site supervisors, and faculty to stay connected and on top of expectations, requirements, and assessments.

The pandemic allowed our program to demonstrate some of our student support strengths. We used online “listening” sessions to maintain open lines of communication with students to provide updates, clarity, and support.

We developed and offered a wide array of alternative learning activities for students whose practicum’s were temporarily interrupted so that learning could continue and students could be less stressed about their abilities to learn and graduate while they endured the standard stressors of the pandemic.

Through our students’ dedication and the support of our program, everyone successfully completed their practicum on schedule and was able to demonstrate strong development of competencies. Our only other change was to temporarily make our once-per-semester in-person event online.

Our graduates are finding jobs as psychotherapists, healthcare social workers, school social workers, child welfare social workers, etc.

Book: The Body Keeps the Score by Bessel van der Kolk
Podcast: The Science of Psychotherapy (and On Being)

First, make sure that the online program has been accredited by CSWE. If the program is in the process of being accredited, getting a clear time frame of where they are and when they plan on getting their final accreditation.

Next, understand whether a synchronous or asynchronous program fits your needs. Is it imperative that you meet with your class every week? Do you think that live discussions are going to be key to your success or are you able to manage your time and get your work done by the due dates that are set by the course? This is going to be an important distinction for you to make as you decide about an online program.

Next, if you think you are going to want to be licensed in a particular state you need to be intimately familiar with the licensing requirements of that state. If you can find a program that fits your needs in terms of what your state licensing board requires that can be helpful. Most online programs will closely align with the requirements in the state they operate from so do your homework.

Lastly, and probably most importantly, do you think you want to practice a certain type of social work? Are there certain topics that you want to be able to dive into? Look at the faculty of the program. Do the faculty have the expertise and experience that is important to you? Reach out to the program director or to faculty directly and ask questions. Be diligent as you gather this information.

I think the biggest myth about online programs is that they are somehow easier than an in-person program. This was often brought up when learning went remote because of the pandemic.

What happened during the pandemic was remote learning, not true online learning. With an online program, you need to be able to devote 12 to 18 hours per week per course. This includes reading, writing, and assignments. You need to become the project manager of your own life.

This is especially true if you work and have a family. It absolutely can be done but you must understand that free time will most likely be taken up with schoolwork.

In our program, you work with a field planner almost immediately upon entering the program. You have a field orientation and then you meet with the field planner to identify possible field placements in your area.

Additionally, we have a database of placements that we are currently working with and have worked with successfully in the past. The field planners have a checklist of requirements that placement must meet to be approved. Once the placement is approved the affiliation agreement must be created and signed. This is a legal document that goes through our contracts department at the university and needs to be signed by a certain deadline so the student can start their placement at the beginning of the semester.

If the due date is missed the student must wait until the next semester to start their placement. This can mean that either the student must take a course that is appropriate before their field placement or must sit out until the next semester begins.

This is a big question. Our reaction to the pandemic had to be swift. We immediately had to pull all our students across the country out of their field placements for their safety. We did this not knowing when we might be able to get them back into face-to-face placement. This was concerning because some of these students were in the final stretch before graduation.

To their credit, our accrediting body CSWE jumped right into action and made changes to some requirements that made it easier for us to create pathways for our students to both graduate and continue their education without missing much time. As a result, our field experience that we call SOS was born (Simulation and Onsight). This was the brainchild of one of my field planners, Dr. Christine Rogerson. She immediately created a field simulation that allowed students to continue to do their field placements in a simulated environment that was counted towards field hours and integrated all of the skills that are taught into our field experience.

A lot went into this and Christine worked for days with our instructional design team to create this simulation. You can read more about it here: Rogerson, C. V., Diggins, R., Anderson, W. L., O’Neil, J. & Straw, A. (accepted). Heed the call: A simulated model for future field education practice and response to COVID-19. The Field Educator.

Our students are largely finding clinical jobs upon graduation. These clinical jobs are across the spectrum of age groups served, type of facility and type of clinical work being done.

Documentaries:
How to Survive a Plague by David France and The Black Panthers: Vanguard of a Revolution by Stanley Nelson

Cost (including books, fees, and other fees not included in tuition), assistance in setting up a field placement, applicability of the curriculum to where the student is planning on living and working, Support outside the classroom (tutoring, academic advising, etc.).

Opportunities to meet and connect with fellow students. Students should also select programs that are accredited by the Council on Social Work Education, that’s a stamp of approval that is important in getting licensed. In my opinion there are not huge differences between programs in terms of curricula, especially in the first year of a regular program (for those without Bachelor’s in Social Work). The similarity of curricula is due to the accreditation standards from the Council on Social Work Education which accredits all social work programs.

Feeling alone or isolated. This can translate into imposter syndrome, a reluctance to reach out to instructors or fellow students. High quality online programs will have ways to connect students, to help students to feel less isolated.

They have to meet the same CSWE accreditation standards as face-to-face programs. I can’t speak to all Online MSW programs, only the Boise State program. We have a dedicated staff of Field Education Coordinators who spend a semester in preparation with online MSW students.

The Field Education Coordinator, NOT the student, is responsible for finding, vetting and finalizing an agreement with a field placement agency and agency-based field instructor. We find agencies and programs in the student’s geographic area that meet our standards, have licensed social workers who will be supervisors, and with whom we can execute a signed affiliation agreement.

Compared to face-to-face programs, not a lot. There have been some changes to field placement hours, more opportunities for telehealth and virtual field placement activities. Unfortunately, we haven’t been able to have a face-to-face graduation which is usually the highlight of the year for students and faculty.

There is no shortage of jobs. Students are sometimes hired by their field placement agencies. There seem to be a lot of openings in mental health, substance use/abuse, working with the elderly, health, child welfare, and more. The United States Bureau of Labor Statistics continues to indicate that social work jobs will grow at a rate faster than most other jobs and that we aren’t producing enough social workers to fill all the positions.

The NASW Code of Ethics. There aren’t a lot of dramas that feature social workers but one that is worth watching is Oranges and Sunshine about a social worker named Margaret Humphreys.

Students should consider the program’s academic specialty offerings, convenience, affordability, reputation of faculty research and teaching excellence, success of alumni and the program’s commitment to advocacy and social justice.

Does the program offer direct practice, clinical or macro specialty options in an area that interests you? Is there a variety of modality and course offerings that fit your lifestyle such as online (asynchronous or synchronous), in-person, hybrid, day and evening courses, accelerated, cohorts, full-time and part-time options? Are there faculty conducting research or have clinical experience in an area of practice you are interested in pursuing? Does the program’s curriculum and course offerings meet your state’s licensing requirements?

Today’s online academic programs are nothing like they were 20 years ago, or even 10 years ago. Improvements in technology, course and curriculum development have opened the doors for a generation of new faculty who are not only experienced in teaching online courses but were once online students themselves. This has helped tremendously in bridging the gap and making the online experience equivalent to in-person learning.

At UTA, research shows our online students are performing just as well as our in-person students. Quality, retention and graduation rates are in many cases slightly better with our online program. The same faculty teaching our in-person classes also teach our online courses. The primary challenge is for online students to get involved not only in the classroom, but in the School and University activities and organizations. We have an online peer mentoring program, lots of active student organizations, and School of Social Work activities and events happening almost every week with virtual and live streaming options.

Regardless of the modality of instruction, students must still complete fieldwork at an approved agency or organization. In most cases, the student will find the agency or organization and our field advisors work with the student and the agency to get the agency approved as a field placement site.

Field placements provide a unique opportunity for students to apply the knowledge they’ve learned in the classroom to real social work practice situations. They work under the supervision of an experienced agency-based supervisor, who guides their knowledge and skill development throughout the placement.

Yes, we offer four specialties with an online option (Mental Health & Substance Misuse, Aging, Children & Families, and Community & Administrative Practice).

Students can join a cohort with the curriculum and courses planned out from beginning to end while attending classes with the same students. Students can also design a degree plan working with their academic advisor that meets the requirements of our online specialties offered. Since we are a fairly large program, we have the luxury to offer a variety of electives and courses each semester. Students can also choose to add on to their degree plan a graduate certificate option.

We currently offer four online graduate certificates (Administrative Leadership, Policy Leadership, Community Leadership and Organization Leadership) with a fifth certificate in Social Work Practice with Military Populations being added in 2022.

Many of our students are finding jobs not only in the traditional areas of the social work career field, but also in new and emerging areas such as in HR/corporate social responsibility and employee assistance program counseling.

However, the more traditional social work jobs are still growing and in demand, such as medical social worker, child & family therapist, school social worker, marriage & family counselor, mental health counselor, substance use & treatment recovery counselor, public policy advocacy/planner, social services director, telehealth therapist/counselor, geriatric services social worker, hospice care social worker, veteran’s affairs social worker, military social worker, nonprofit management/leadership, program evaluator, grants writer and corrections social worker.

Advocacy Practice for Social Justice – Richard Hoefer
Clinical Assessment for Social Workers: Quantitative and Qualitative Methods – Catheleen Jordan and Cynthia Franklin
Self-Care in Social Work: A Guide for Practitioners, Supervisors, and Administrators – by Kathleen Cox and Sue Steiner
Stir It Up: Lessons in Community Organizing and Advocacy – by Rinku Sen
Breaking Night: A Memoir of Forgiveness, Survival, and My Journey from Homeless to Harvard – by Liz Murray
Why Are All the Black Kids Sitting Together in the Cafeteria? – by Beverly Daniel Tatum
White Fragility – by Robin DiAngelo
The New Jim Crow – by Michelle Alexander
How To Be An Antiracist – by Ibram X. Kendi
The Guide to Allyship: Open-source guide for helping people learn how to become better allies to people with marginalized identities.
The Reality of Diversity, Gender, and Skin Color: From Living Room to Classroom – by Kimberly Finney and Terrance Fitzgerald

I think there are several factors that students should consider — the reputation of the school/program (US News & World rankings, alumni referrals, etc.), the cost of tuition, the design of the program (is it fully online or does it have a residency requirement, synchronous or asynchronous courses), the faculty teaching in the program and the specializations or tracks being offered.

Another factor that students should keep in mind is that online education is not easy — even though it may be convenient — the expectations are still the same as for in-person programs.

Two of the most challenging aspects of an online MSW program are time management and community. With respect to time management, students have to be self-directed learners.

Especially when courses are not synchronous (live), then students have to structure their schedules so as to meet the expectations of their courses — readings, posting reflections, participating in discussion boards and virtual groups, completing assignments, etc. If there is no structure or planned schedule, students fall behind in their work. Another challenge is building a sense of community.

This is the responsibility of both the instructors and students to help build community in a virtual environment. Peer and instructor support, constant contact, regular check-ins and group activities are vital to creating a supportive and nurturing environment.

The school or program will assign a field education professional to work with each student. This professional staff member will meet with the student to discuss their needs and constraints (such as location, hours and days of availability, transportation access, etc) and interests (the type of population one is interested in or a specific field of practice like healthcare or schools).

Based on this conversation, the field education professional will connect the student to potential agency opportunities. Students will have the opportunity to meet with the representatives of selected agencies and then decide what is the best fit for them. Once assigned to an agency (known as field placement or practicum), the student receives ongoing supervision from a trained agency-affiliated social worker. This supervisor professional guidance, mentoring and support for the student. Additionally, the program will also appoint a faculty member to serve as a liaison between the agency, student and the program.

This liaison makes sure that the student is supported and that their learning needs are being met. They also help the student integrate the learning between the classroom and the field practicum.

Absolutely, students have options for certain electives. Generally, the first year of an MSW consists of almost all required courses. In the second year, students will enroll in a set number of required courses and have options for some elective courses. And some schools/programs offer multiple tracks or specializations.

The strength of an MSW degree is its adaptability and accessibility. Graduates work in a diverse array of fields like mental health, addictions, schools, healthcare, domestic violence, homelessness, child and adolescent services, family interventions, immigrant and refugee services, forensic social work, community organizing, policy analysis/implementation, palliative care, oncological social work, etc.

Students can work towards being licensed masters or clinical social workers and some graduates get their certification to practice in addictions or in school systems. Graduates can work as practitioners with individuals or families, they could lead coalitions and agencies, they could build new programs, conduct research, or work in government.

The Call to Social Work: Life Stories by Craig Winston Lecroy

Social Work Speaks, 11th Edition: NASW Policy Statement- 2018-2020
National Association of Social Workers

Doing Anti-Oppressive Practice : Building Transformative, Politicized Social Work by Donna Baines

There are many factors that influence student decisions. I would suggest examining the affordability of the program, the ability of the program to meet the future career aspirations of the student, and the preparation for next steps like licensing.

These all reflect some of what draws students to the University of Kentucky’s online MSW, in particular the multiple certificates we have that provide an additional academic credential and the first time pass rate for the licensure exam that is well above the national average. These factors position the student for employability which has to be a factor in determining a good fit for an MSW program.

MSW students are busy and balancing school with work, family, etc. Sometimes course work creates role conflict for students who are trying to meet the demands of employment and the needs of their family. We can help students most effectively with good communication so that they can find balance by shifting class schedules, reducing hours, etc.

The accreditation body for social work, CSWE, requires practicums across all program. If students are already in the field, working at a social service agency or an agency where a social worker is present, they may consider completing their practicum at their place of employment. It’s important for students to start early in the search for an agency as completing documentation can take some time.

I would also suggest that the student utilize the supports in identifying a placement as that can help minimize time and stress. At the University of Kentucky, we have an online field placement coordinator to work with students in the semester prior to enrolling in field.

Students should absolutely personalize their online MSW experience. Most MSW students have a motivation or passion that fueled their interest in social work and led to applying for the program.

At the University of Kentucky, we have certificates in Clinical Social Work, Substance Misuse, Child Welfare, School Social Work, Military Behavioral Health, Rural Social Work, etc. which allow students to add an additional academic credential through the electives in the MSW program. If there is not a certificate that appeals, students can certainly create an individualized academic experience through a combination of electives.

MSW grads are being placed across all populations – from young children to the nicely aged – and all settings, including counseling, health, substance misuse, criminal justice, schools, child welfare, adoption, hospice, etc. Really, there’s no site that social workers could not be present in.

One of our recent practicum additions at UK was with the EMT First Responders in Lexington, Kentucky. This practicum places students to address chronic and preventive health and mental health needs that were being referred to 911 because of a lack of resources. The practicum was associated with reducing the number of 911 calls and led to hiring social workers to address community needs. We’re continuing to see social work infused across all communities and in a variety of ways.

I would recommend Doin’ the Work podcast with Shimon Cohen — it’s a thoughtful, evocative approach to understanding not just many of the societal impacts on our clients but also the impact on our relationships and work with clients.

I would also suggest Brene Brown’s work — she is a social worker who speaks eloquently of our need for acceptance and the barriers we have to navigate with clients and ourselves. Any of her books, podcasts, TedTalks, etc. are captivating and meaningful.

When evaluating any MSW program, students will want to consider the program’s area(s) of specialization and how these fit with their career goals. Sometimes people have special considerations, such as options for dual certification in social work and a partner discipline, such as ministry, family therapy, or law.

If a scholar with a national reputation in a particular aspect of social work, such as treatment of trauma, is on faculty, that may be a worthwhile consideration for a student who wants to focus their career in this area.
Before selecting any program, the first thing to do is to go to the Council on Social Work Education’s (CSWE’s) website to look at the Directory of Accredited Programs. There are links to view by state and/or by program type (online, face-to-face, hybrid). It is essential to choose a program that is either fully accredited or in candidacy.

To do otherwise is to throw money away. Taking the state licensure exam, applying for jobs, and/or subsequently working in social work higher education require graduation from a CSWE-accredited MSW program. Programs described as being “in candidacy” are in the process of working toward their initial accreditation under the mentorship of consultants from CSWE. There is some risk that the program will not achieve accreditation. However, CSWE does not usually allow a program to move forward unless it seems to be meeting expectations, so the risk is slight. There will be some additional paperwork when the first cohort or two apply for licensure, so it is important to keep course syllabi, field practicum documents, and other information about the program and its curriculum. Those students who graduate after full accreditation is awarded should not need to take these additional measures.

Things to look for in an online program—in addition to the all-important CSWE accreditation—include comparison of online tuition to in-person, if the program offers both options. Sometimes online rates are a little higher, principally because of the cost of purchasing and administering the course delivery platform, such as Blackboard or D2L. Are there comments from past or current students? Do they seem satisfied with the curriculum and faculty? Do students have reliable access to faculty and advisors? What is the faculty/student ratio? What are retention rates like? (This is the percentage of admitted students who continue to graduate.) How long is it supposed to take to complete the degree, and how long does it seem to take most students to do so? (It is generally anticipated that completion of an advanced standing MSW will take approximately a year of full-time study. The traditional MSW requires two years of full-time study (usually 60 credit hours), or it may take longer if the individual chooses to do part-time.

Another measure of student success is the Outcomes Assessment, which CSWE requires programs to post. Each program gets to set its own benchmark that signifies “success.” The benchmark is typically somewhere between 75 to 85 percent competency scores with 85 to 98 percent of students meeting the benchmark. Depending upon the age and size of the program, additional information may be available, such as pass rates for the licensure exam and post-graduation employment.
Think about your own preferred learning style. Many students thrive in an online atmosphere. It is more self- directed, so responsibility for meeting deadlines and fulfilling syllabus requirements falls principally upon the student. Online programs vary in the amount and type of personal interaction. There may be minimal contact with the instructor and peers, or there may be synchronous discussion boards and Zoom or Skype meetings.

If someone wants to go for coffee after class or pop by an instructor’s office spontaneously, online may not be the best option. However, for a number of students who are managing family, work, and graduate study, the option of online learning may be what allows them to pursue an MSW.
When working from home, remember that little kids, pets, and sometimes spouses believe that if they can see the individual, then it means the person is accessible. Try to choose places and times that are likely to have minimal interruptions. By all means, remember the importance of self-care. It is important to take time for significant others, friends, and favorite activities. Completing assignments from a home computer often means that they provide the freedom to wear PJs and enjoy a cup of hot chocolate or a glass of wine.

Whatever the program, be sure it meshes well with life goals and dreams. It is important not only to learn but also to enjoy the experience.

Licensure is mentioned repeatedly, as state law, the Association of Social Work Boards (ASWB), and the National Association of Social Workers (NASW) emphasize the importance of appropriate licensing as a measure of accountability and professionalism. Virtually all states require licensure, although specific types and requirements will vary.

Students who anticipate practicing in a different state from the one in which their degree-awarding institution is housed should consult that state’s requirements, typically accessible through the state’s .gov website.

The field experience will vary from program to program, so it is important to read this part of the program description carefully. Does the field director find a practicum setting for students and arrange an interview for them? Are students assigned to a particular agency, or do they get to choose? How far in advance must the practicum site be selected?

The number of MSW programs is growing, which means that obtaining an internship becomes increasingly competitive. Please note the particular deadlines for your selected program and adhere to them. Missing an application deadline may result in having to delay practicum. This is not because field directors are malevolent sadists who enjoy watching students deal with frustration. It is because an increasing number of programs and a decreasing number of agencies who are equipped to take interns make it more and more difficult to find quality practicum sites. The situation should improve somewhat if the pandemic continues to recede. However, it is impossible to tell what things will look like when the dust settles.

Meanwhile, we do the best we can, with a number of us sharing our frustrations with one another because we realize that some students will be disappointed with site availability. This is true for both online and traditional programs.

The model with which I am most familiar is termed “student-directed.” The student has primary responsibility for locating her/his own practicum site. Many times students will opt to use their employment setting as a practicum site. There can be both advantages and disadvantages to this. If you think you would like to consider this option, speak with your supervisor and agency to determine if this is a possibility. The practicum supervisor will need to have an MSW from a CSWE-accredited program and two years’ post-Master’s experience. Please let the field director know that this is an option of interest as early as possible so that the two of you can discuss current CSWE requirements for practicum vs. work supervision and tasks. Traditionally the requirements for separation of these have been clearly defined, although they became significantly more flexible during Covid. As the pandemic winds down, they may change again. It will be important to follow the latest guidelines.

Also, it is a good idea to consult the licensing regulations for the state in which you intend to practice to see if there are specific requirements requiring practicum.

Read what interests you! Watch all the TED Talks you can. Some explore a topic in detail. Others are more first-hand accounts of lived experience. Some of my favorite speakers are Elyn Saks, Temple Grandin, and Gabor Mate. Read poetry. What does it tell you about the inner world of the writer? Read novels. Let the author take you into a new world. What insights does it give you into the human condition—our search for meaning, our quest for self-actualization, our incongruous behaviors and contradictions, our relationships?

Do the same things with the movies that you see. Watch Harry Potter grow from a nice kid trapped in an abusive home, through repeated traumas and the development of PTSD, into a wise, caring individual who enjoys meaningful relationships with others. I actually recommend that if you enjoy fiction and have the time, go back and read the entire series. What factors shape the characters that you see? What promotes resilience or holds people back? How does each developed character cope with losses and with environmental stressors? What role do relationships play in scaffolding our growth and resilience? How do we learn to choose that which is life-giving and good in the face of pressures to do otherwise?

Watch movies and documentaries, read novels, poetry, literature, and scholarly articles that encourage you to view the world through the eyes of people who differ from yourself. Intersectionality is real. Sadly, we do not recognize the points of privilege that we may have until we listen—really listen—to those who do not have that particular type of social privilege. How do we then go about creating a more just society in which both the rights and the dignity of all individuals are respected?

Think about the sister disciplines that inform the area of social work practice you hope to enter. If you are interested in clinical work, read all you can about advances in our knowledge regarding the structure and function of the brain. We are learning that traumatic experiences alter neural pathways, particularly repeated adverse childhood experiences. Many difficulties that we have attributed to social learning may, in fact, have a neurologic component.

Learn about epigenetics. Nature or nurture may be the wrong question to ask regarding human behavior. Most likely, behavioral patterns, relationships, and health habits reflect the interaction of genetic potential with lived experience. This is such an exciting time to begin a career in the social and behavioral sciences!

Think about policy, law, and history. How accurate is what we have learned? How do these areas serve to perpetuate ideas about privilege and oppression? What voices are silenced? What kinds of micro-aggressions may we engage in without realizing it?

All the best as you enter this new phase of life!

I believe there are many. First, what kind of online program are you looking for? Synchronous with classes that meet at a specific time? Asynchronous, where classes don’t meet but you listen to lectures or do work on your own schedule?

And does the online program have a specific content area that interests you? Clinical, certain populations, macro practice, etc. Finally, you should look at the format of the program. Is it by semester? Term? How long is the field part of the program? Most require 500 hours of field placement, but how is it broken up? How many hours a week can you commit to? How many hours per week do they expect? Can you manage the pact of the program? What works best with your style? All of these factors help students to know which program will best fit with their learning style and interest areas.

I think the most challenging thing can be the motivation that it will take to stay on top of your work, the reading, the assignments when you don’t have a community of other students to help you push through.

Programs do try to build community within the cohorts of students in their programs, but if all of the other students are in different places, sometimes it can feel isolated, and you must be able to be self-motivating and sometimes that can be hard.

Usually, field placement is the most fun part of any program! Getting to work directly with clients and put your book knowledge to work is exciting. Most online programs will give you a list of agencies they have already worked with in your area.

Sometimes that is helpful, but if you know you want to work with a certain population or in a certain part of the social work field, you might have to find a placement that fits for you. In that case, you’ll need to ask the agency supervisor to complete some paperwork and the field placement people in the social work program will have to connect with the agency and then approve the placement.

There are certain guidelines, who can supervise a student, how many hours you’ll need to be there every week, how much direct client contact you’ll have etc., and the agency will need to agree to those things. It can be a long process, so it is always suggested that you begin looking for a field site long before you will need one.

Some programs have many electives, others do not. That is a great factor to learn about before choosing your program. Depending upon the program’s area of specialization, there might be specific electives they require, while others who are more general, might have several for you to choose from.

The Council on Social Work Education, the body who accredits social work programs, requires most of the classes in any program, so except for an elective or two, there aren’t really many ways to personalize a program, though with the electives, it can be exactly what you want.

Graduates of MSW programs get jobs in all areas of social work. Geriatrics need lots of social workers right, as does hospital or medical social work. Social workers work in schools, the criminal justice system, in residential treatment centers, with child protective services, helping the homeless to find resources; anywhere where folks need assistance or are in a crisis can be a place for a social worker.

Unfortunately, in our society, in all societies, there will always be a need for social workers in lots of places.

Wow, a hard question. I don’t really have specific titles as much as areas to address. I think most social workers will eventually need to learn ways to connect with people and to honor the clients they will work with — works by Carl Rogers are great for this. They will also most likely need to know something about group process, Hepworth is good for that as well as Yalom. These are older authors, but they were the folks who many other writers base their ideas upon.

Other ideas would be to do extra learning about the areas that interest you. There are too many to list, but Albert Ellis for CBT and Erik Erikson, both of whom you will probably be assigned in some of your classes are definitely worth looking into in a deeper way.

Populations, crisis areas, and fields of study that interest you like psychology and counseling, human trafficking and childhood trauma, whatever you are passionate about should be where you focus your time and energy.

The selection of an online program is a personal process. Students must consider their individual learning styles, geographic location, and additional commitments. Lightner et al. (2009) found the following traits needed to be successful as an online learner:
-Technological literacy is needed to navigate the virtual classroom.
-Self –starter
-Strong problem-solving skills: this tends to demonstrate superior critical thinking skills.

Furthermore, there are a variety of online course options to consider. The three primary options are:
-Asynchronous models: where students complete their work independently and submit assignments to the online learning Management system (LMS).
-Synchronous models: where students learn in real-time with each other and the instructor via an online platform such as zoom.
-Blended model: a program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, or pace while attending face-to-face classes through a virtual webcam class forum (Dr. Cindy Lee, personal communication, January 2014)

Students interested in pursuing an online program need to consider the learning options online, students’ learning styles, and successful traits needed for the online learner. Lastly, applicants should consider interviewing faculty and alumni before they make their final decision.

The research notes there are several challenges with online learning. Among these are teaching, cognitive, and social presence online. However, there are ways to bridge these gaps through innovative teaching practices and implicit curriculum activities such as program residencies, community engagement events, and program meet and greets. Furthermore, Bernard et al. (2000) stressed the need for the following to be successful: preparing for collaboration, developing a sense of community, encouraging true collaboration, and using technology effectively.

Lastly, Smith (2010) noted the importance for instructors to facilitate the online group collaboration process effectively. The author stressed the need for the instructor to help increase positive communication and problem-solving in the online setting.

Every MSW program navigates the field process differently. At Saint Leo University, the students are assigned MSW field liaisons. The liaisons are local to the students’ community and familiar with the community agencies. The liaison works with the student throughout the field process to vet the agency, develop the partnership, mentor the student, monitor progress, and complete evaluation meetings.

Most online programs have structured class requirements to meet CSWE accreditation standards. However, many programs offer specialization or certificate options to allow students to focus on a population of interest. At Saint Leo, we offer three trauma-informed specializations with children and adolescents; military and first responders; or vulnerable populations.

The skills obtained in MSW program are transferable to a variety of settings and populations. Some examples of the populations are children, military, aging, hospice, medical, community advocacy. Furthermore, the need for social workers has increased drastically due to the increase in civil unrest, mass violence incidents, immigration changes, and suicide tragedies with youth and military.

I recommend all students purchase the Social Work Desk Reference. The book is a valuable resource to start a social work career. Additionally, I encourage students to read The Body Keeps The Score.

Bernard, R., Abrami, P., Lou, Y., Borokhovski, E., Wade, A., Wozney, L.,…Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review Educational Research 74(3).

Lightner, S., Doggett, M., & Whisler, V. (2009). Entrance requirements learning styles for online graduate programs. Industrial Engineering Research.

Smith B. (2010). The epistemic challenges, trust and the online collaborative group. International Journal of Lifelong Learning, 29(1).

I think a student needs to first take an assessment of their learning and lifestyle. From a learning lens, does the student do well with an asynchronous model? This is important to know about yourself. I have found some students start an asynchronous program and find they need human connection and move to a program that offers synchronous or hybrid options. Second, take stock of what your lifestyle is right now. Some students need to work while in school and the traditional model does not fit with their work schedule.

Online options are extremely helpful for this type of student. Finally, know yourself and your ability to stay on task. Online learning takes motivation, focus, and diligence. Finally, I would say pick a program that has a content area that aligns with your future professional goals, i.e., clinical program vs. generalist, certificate programs, or tracks in specific content areas.

The most challenging aspect of online learning for students is being their own motivator and staying on task. They need to have a level of organization and focus that goes above and beyond what is required for in-person learning. They need to check their email, course shell, and keep track of due dates, and set time aside to work on their assignments. Students drive their learning in an online setting.

The learning is laid out for them, they need to be able to engage and interact with it and make it a priority. This can be hard for students who are juggling a lot in their lives, i.e., work, family, school. For students with various abilities, they need to seek out accessibility services as soon as possible. I have had more students with 504 plans in my online courses than I have ever had in my in-person courses.

I think a field program can work beautifully in an online program if it is structured and managed well. As a previous field director, one thing that differs in an online format is that you are working with partners from all over the country/world and need to trust they will follow the policy and procedures of the program.

Providing stakeholders free professional development and access to your online library system are ways to show gratitude for their time and attention to being a field supervisor. Essentially, they are an extension of the field faculty and should be extended certain benefits as a result. Because you can not bring them to campus, sending them thank you notes and other freebies can go a long way to building a relationship and ensure your students are getting the time and attention they deserve. When you can build partnerships that begin with showing gratitude, this goes a long way in building relationships.

In addition, you need to make sure your field paperwork process is clear, accessible, and easy to use for digital natives and immigrants. I have found when your process is not clear and requires too much work for the field supervisor, you often lose those partnerships. It is best to partner with an online field management system to track and record student data and records in an online field program.

Finally, you need to have support services available for students, even remotely. Field is where the “rubber hits the road” for students and their stress level often rises. Having virtual counseling support available to them is important. Training is also important for our field instructors and liaison. Field faculty need to know how to help support students in crisis, especially when the student is not in the same town as the liaison.

I am not sure I am qualified to answer this question. What I will say to this is that there are programs that offer tracks and certificate programs, and this would be the best way for s student to meet their professional interest.

I think this varies across the country and based on the student’s interest. As I look at indeed.com in our area, there is a variety of jobs available to students. Two things I would say about being new to the field:
1. Students need to understand they will not graduate and land their dream job right from college. Often they will need to work their way towards their dream job by working in jobs that will allow them to gain the knowledge and skills needed.
2. Many jobs want students with one to two years of experience. This is the catch 22 for graduates. Students need to know this before graduation and plan accordingly. I try to tell students to find jobs while they are a student that would give them the experience they need for when they graduate, i.e., personal care attendant, group home worker, life skills work, etc.

Doin the work: Frontline stories of social change Podcast

Rogers, R. W. (2013). Beginnings, middles, & ends: Sideways stories on the art & soul of social work. White Hat Communications

Siegel, D. J. & Bryson, T. P. (2011). The whole-brain child. Bantam Books Trade Paperback

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