DSW Program

Note that all classes are 3-credits with the exception of the opening intensive, which is 2-credits

Year 1: Fall Semester

• Opening Intensive: Orientation to Practice, Pedagogy, and Possibility in Advanced DSW Practice
• Neuro-Biological Basis of Human Behavior
• Philosophy of Science and History of Clinical Practice Theory

Year 1: Spring Semester

• Psychopharmacology and Complimentary Therapeutics
• Adapting Foundational Models for Clinical Practice
• Supervision and Mentorship

Year 2: Fall Semester

• Innovations in Clinical Practice
• Leadership in Social Work
• Applied Research Methods: Approaches in Clinical Social Work Practice Settings

Year 2: Spring Semester

• Workplace Law and Policy: Implications for Social Work Leaders
• Supervision and Mentorship Lab
• Integrative Practice

Year 3: Fall Semester

• Leadership Lab
• Theory-to-Practice Clinical Simulation Lab
• Social Work Teaching and Training: Pedagogical Theory and Practice

Year 3: Spring Semester

• Course Curriculum Design Lab
• Capstone Project Lab

Please note that these descriptions are intended to define key curricular areas and guide initial course development. As each course is further refined and finalized, the descriptions will continue to evolve to reflect the most current content and instructional approach. 

Year 1: Fall Semester 

Opening Intensive: Orientation to Practice, Pedagogy, and Possibility in Advanced DSW Practice 

This opening intensive course introduces students to the DSW program, offering a comprehensive orientation to advanced practice, pedagogical frameworks, and the transformative possibilities of doctoral education. Students will engage with core models such as the Social Change Ecosystem and Universal Design, exploring their application in social work education and practice. The course will include an overview of the current landscape of social work education and professional pathways for DSW graduates. It also introduces essential doctoral competencies, including scholarly writing, research processes, and the academic resources available to support student collaboration and success.   

Neuro-Biological Basis of Human Behavior 

This course will provide an overview of the neurobiology shaping behaviors that inform clinical social work practice.  Students will explore the impact of genetics, intergenerational epigenetics, neuroanatomy and physiology in the etiology of emotional disorders and behavior in the context of social determinants of health. The course will review basic neuroanatomy, behavior physiology, and neurodevelopment. The course explores the mind and body connection in moderating a person’s mental health and psychological wellbeing.  Special attention will be given to the Neurosequential Model of Therapeutics and trauma theory including the NMT metrics of sensory integration, self-regulation, relational function, and cognition. 

Philosophy of Science and History of Clinical Practice Theory 

This course offers an integrated exploration of the philosophical foundations of scientific inquiry and the historical development of clinical practice theories within social work. Students will examine the ontological and epistemological assumptions that underpin evidence-based psychological and behavioral science, focusing on how knowledge is constructed, validated, and applied in practice. Key controversies in the philosophy of science such as the role of values in research, measurement limitations, and strategies of inference will be critically analyzed alongside approaches to theory development and testing. Building on this foundation, the course traces the evolution of influential clinical theories from the early to mid-twentieth century, including drive theory, ego psychology, object relations, self-psychology, attachment theory, family systems, and cognitive/behavioral approaches. Drawing from original texts, students will critically assess each theory’s core constructs and assumptions, considering their relevance to contemporary practice and alignment with social work’s values, ethics, and commitment to social justice. Through scholarly engagement and reflective analysis, students will deepen their understanding of how scientific and theoretical paradigms shape clinical practice, research, and the broader mission of social work, and how these contexts inform their own areas of practice. 

Year 1: Spring Semester 

Psychopharmacology and Complimentary Therapeutics 

Through this course in psychopharmacology, students will be introduced to the basics of pharmacotherapy and medication-assisted treatment addressing common DSM-5 diagnoses including debates around the biochemical underpinnings contributing to mental/behavioral health. Key medications with their clinical indications, symptom management, and dosage will be addressed. The course will review commonly used medications to treat mood disorders, anxiety, post-traumatic stress, personality disorders and schizophrenia. The course will emphasize the mechanism, action, contraindications, interactions with other medications and side effects of each class of medications. The sociocultural context relevant to psychopharmacological interventions including access, demographic disparities, social determinants, cultural beliefs about medication, and their use as a complement to psychotherapeutic interventions will also be discussed. Students will be introduced to complementary therapeutic approaches around somatic practices, nutritional psychiatry, and the brain-body connection as part of an integrative framework for behavioral health care. 

Adapting Foundational Models for Clinical Practice 

In this seminar-style course, students will explore in depth the three major psychotherapeutic frameworks that have historically guided clinical work in the United States: psychoanalysis / psychodynamic / relational, behavioral, and cognitive models. Students will examine the origins of these modalities, including the life experiences of the creators and the sociopolitical context in which these techniques emerged, and the core therapeutic skills and interventions associated with their implementation will be demonstrated and practiced. Students will also explore the ways in which these modalities have impacted conceptualizations of social justice in clinical practice. While these modalities have been utilized for quite some time, students will explore innovative platforms through which they are or could be delivered (for example using telehealth platforms, web or phone-based applications, and other mechanisms that might expand access to behavioral health services). Individually or in collaborative teams, students will choose a specific framework connected to one of these three streams of psychotherapy, concentrating on its application within their own area of focus or population of interest, including any needed adaptations and/or innovations to better meet the needs of the population or communities with which they work. 

Supervision and Mentorship 

This course explores the principles, structures, and practices of supervision, consultation, and mentoring in Social Work across the continuum of professional development. Students will examine a range of supervisory approaches and mentorship frameworks, both formal and informal, alongside the theoretical concepts that inform these practices. Emphasis will be placed on integrating these models into work with students, supervisees, and mentees. Individual and small group supervision models will be demonstrated, practiced, and discussed in depth. Strategies for teaching and mentorship and coaching within multiple community settings will also be explored. Through simulations across academic and practice-based environments, students will identify and begin to refine their preferred approaches to supervision and mentorship. 

Year 2: Fall Semester 

Innovations in Clinical Practice 

In this seminar-style course students will build on Adapting Foundational Models for Clinical Practice, applying a parallel framework of exploration, inquiry, and application/simulation to engage with a variety of clinical modalities that have developed as part of a newer “third wave,” in clinical work. This wave represents a move toward more integrative practice models that center concepts like meaning making, trauma-informed care, individual and collective narratives, cultural humility, critical consciousness, mindfulness, relationship skills, the brain-body connection, and/or values-centered action. In this context, models such as Narrative Therapy, Dialectical Behavior Therapy, Acceptance and Commitment Therapy, Schema Therapy, Eye Movement Desensitization and Reprocessing Therapy, Internal Family Systems Therapy, Animal Assisted Therapies, Creative Arts Approaches, and Healing Circles will be explored. Individually or in collaborative teams, students will choose a modality in which they would like to develop deeper knowledge and skill, concentrating on its application within their own area of focus or population of interest, including any needed adaptations and/or innovations to better meet the needs of the population or communities with which they work.  

Leadership in Social Work 

This course is designed to assist students in developing a personal philosophy and approach to leadership. The course will introduce historical and current theories on leadership, reflect on the various contexts in which leadership skills are exercised and consider leadership practices in multicultural environments.  While there are many models of leadership development and practice, there is growing interest in human-centered leadership that emphasizes meaningfulness, equity, and impact. Research on leadership challenges and development highlight the need for leaders to be able to “futurize and humanize” their organizations, with a focus on workforce support for wellbeing and development, and agility and strategic advocacy for change in the work environment. The health and performance of the human services sector depends upon equitably equipping potential, emerging, and current leaders with relevant, meaningful, and impactful leadership skills. This course will align and interconnect leadership theory and development with leadership practice in the real world at the individual, relational and collective, and organizational levels. 

Applied Research Methods: Approaches in Social Work Practice Settings 

This course introduces students to applied research in social work, with a particular emphasis on qualitative methods, implementation and translational science, and program evaluation. Students will explore six qualitative approaches commonly used in social work inquiry: 1) content analysis, 2) template analyses, 3) grounded theory, 4) participatory action research, 5) indigenous and decolonizing methods and 6) immersion approaches. Students will learn the key frameworks of implementation science to improve the adoption, fidelity, and sustainability of evidence-based and evidence-informed practices, and translational science strategies for translating research into practice. Students will also delve into multiple approaches to program evaluation including process, outcome/accountability, and impact evaluation, as well as the utilization of evaluation results in practice and policymaking. These methods illustrate key differences in research purposes, epistemologies, ethics, and methods. Students will learn to apply these approaches effectively within their own practice settings, considering both methodological rigor and contextual relevance. As part of the course, students will develop their Capstone proposal, including a comprehensive literature review and project timeline, laying the foundation for their final doctoral project which will exemplify applied-research as a practitioner-scholar. 

Year 2: Spring Semester 

Workplace Law and Policy: Implications for Social Work Leaders 

This course provides students with an advanced understanding of the legal and policy frameworks that shape workplace environments in social work organizations and related settings. With a focus on employment law, civil rights protections, labor policies, and organizational compliance, students will critically examine how workplace law intersects with ethical practice, leadership, and advocacy in social work. As future leaders, administrators, and change agents, students will be responsible for creating organizational cultures that are both legally compliant and aligned with the core values of the profession. 

Supervision and Mentorship Lab 

This experiential lab course serves as the culminating experience in the supervision and mentorship series of the DSW curriculum. Building on foundational knowledge from the Supervision and Mentorship course, the lab will further explore coaching frameworks, ethical considerations, and strategies for adapting supervisory styles to diverse professional and community contexts. The course emphasizes experiential learning in forms of coaching, with students engaging in live supervision and mentorship with actual supervisees or mentees. At least one supervision or mentorship session will be recorded and used for structured consultation, collaborative learning, skill refinement and evaluation within the cohort. Through guided practice, peer dialogue, and faculty support, students will codify their personal approach to supervision and mentorship, preparing them to lead, teach, and coach in advanced clinical, community-based and academic settings. 

Integrative Practice 

Traditionally, clinical education has emphasized the delivery of therapeutic services through specific frameworks or modalities. In practice, however, most clinicians develop their own integrative style, drawing on a range of clinical tools, philosophies, and interventions to meet the unique and diverse needs of the individuals and communities with whom they work (Zarbo et al., 2016). Openness to integrative, flexible, culturally responsive practice aligns with efforts to decenter rigid, medicalized perspectives and respond to people and communities within their specific sociocultural contexts. This course examines diverse frameworks for integrative practice, encouraging students to critically evaluate and research effective methodologies within their chosen area of focus. Through inquiry and innovation, students will propose novel approaches to enhance the efficacy of integrative practice across settings. Students will engage with multiple forms of evidence, including scholarly research, clinical resources, training workshops, community narratives, and collaborative feedback. Each student will develop a training guide, demonstration video, or scholarly paper draft that applies and adapts clinical modalities to the sociocultural context of the populations they work alongside emphasizing integrative, person or community-centered practice. 

Year 3: Fall Semester 

Leadership Lab  

This experiential leadership lab course serves as the culminating experience in the leadership series of the DSW curriculum. Building on foundational knowledge from the Leadership course, the lab is designed to be experiential, reflective, and practice-oriented with a strong emphasis on real-world application within diverse settings. A variety of learning application exercises will include mapping key moments that shaped leadership identity, weekly journal reflections on leadership challenges and growth, active listening circles and exercises to build empathy and presence, using an established model for change to lead a mock change initiative, identifying a real organizational challenge and apply leadership learnings to address it, and storytelling to share growth and insights.   

Theory-to-Practice Clinical Simulation Lab 

This experiential lab course serves as the culmination of the Advanced Clinical Practice Series, providing students with the opportunity to apply, refine, and innovate clinical approaches developed throughout the curriculum. Through in-vivo, simulation-based learning, students will deepen their integration of theory into practice, with a focus on adaptation, creativity, and responsiveness to diverse clinical contexts. The lab emphasizes the application of theoretical frameworks to real-time clinical encounters, while also fostering self-reflection, cultural humility, ethical decision-making, and the intentional use of self in practice. Students will engage in simulations that mirror both in-person and virtual/telehealth settings, allowing for exploration of effective consultation and implementation strategies across modalities. This course encourages trial and error, innovation, and critical dialogue, supporting students in their development as scholar-practitioners prepared to lead, teach, and practice in dynamic clinical environments. 

Social Work Teaching and Training: Pedagogical Theory and Practice 

The aim of this course is to provide students with a basic foundation in the theory and practice of social work teaching. The main focus of the course is to create, to the extent possible, the simulation of real-world teaching situations designed to help students develop their teaching practice through a process of critical reflection, integration, and application. The course covers social work teaching at both the BSW and MSW levels. The course includes theories of andragogy and reflective practice, course design and lesson planning, critical analysis of and use of teaching technologies, teaching methodologies and techniques to create inclusive classrooms and engage students in self-regulated learning, methods for assessment and evaluation of students, and ethical considerations and current issues in social work education. Readings are drawn from social work education literature as well as from interprofessional perspectives, including teaching and learning in higher education. Students will each have the opportunity to design and teach a micro-lesson for collaboration and feedback, which they will be able to further expand, enhance and develop in the lab course associated with this series.  

Year 3: Spring Semester 

Course and Curriculum Design Lab 

This lab course will build on the Social Work Teaching and Training course to complete the Teaching Pedagogy series. Designed to simulate real-world teaching environments, this course supports students in refining their teaching practice through critical reflection, integration of pedagogical theory, and hands-on application. Students will design and implement a social work training series or course aligned with their area of practice innovation. Emphasis will be placed on curriculum development, instructional design, and the adaptation of teaching strategies to diverse learning contexts and audiences. The lab will include structured teaching simulations, peer coaching, and instructor observation to foster ongoing growth as educators and trainers. Through iterative feedback and collaborative consultation, students will enhance their ability to deliver engaging, inclusive, and evidence-informed instruction. This course supports the development of a professional teaching identity and prepares students to contribute meaningfully to social work education and training in academic, clinical, and community-based settings. 

Capstone Project Lab 

This lab course serves as a culmination of each student’s DSW education - representing the final component of the Applied Research Series and a student’s last academic milestone before graduation. Designed to support the completion and presentation of the doctoral Capstone project, the course provides structured guidance and collaborative support throughout the final stages of the process. In the first half of the course, students will focus on application of their learning to finalize their Capstone projects, including writing, analysis, interpretation, and integration of feedback from their advisor. Faculty will provide individualized consultation to support the refinement of each student’s work. In the second half, students will formally present their completed projects to peers and faculty, demonstrating the scholarly and practice-based contributions of their work, lessons learned in the process, and how the project connects to their future goals. 

2026-2027 

Summer Intensive: 8/10/26-8/14/26 

Fall:  

• 9/25/26-9/26/26 
• 10/16/26-10/17/26 
• 11/13/26-11/14/26 
• 12/4/26-12/5/26 

Spring:  

• 1/30/27-2/1/27 
• 2/27/27-3/1/27 
• 4/16/27-4/18/27 
• 5/5/27-5/7/27 

2027-2028 

Fall:  

• 9/17/27-9/19/27 
• 10/15/27-10/17-27 
• 11/12/27-11/14/27 
• 12/3/27-12/5/27 

Spring:  

• 1/28/28-1/30/28 
• 3/3/28-3/5/28 
• 4/1/28-4/3/28 
• 5/5/28-5/7/28 

2028-2029 

Fall:  

•  9/15/28-9/17/28 
• 10/13/28-10/16/28 
• 11/10/28-11/12/28 
• 12/1/28-12/3/28 

Spring:  

• 1/26/29-1/28/29 
• 3/2/29-3/4/29 
• 4/13/29-4/15/29 
• 5/4/29-5/6/29