EPAS Educational

2022
Policy and
Accreditation
Standards
for Baccalaureate and Master's
Social Work Programs

COUNCIL ON SOCIAL WORK EDUCATION

Commission on Accreditation
Commission on Educational Policy
Copyright © 2022 Council on Social Work Education

The Council on Social Work Education's Commission on Accreditation (COA) and Commission
on Educational Policy (COEP) are responsible for developing the 2022 Educational Policy and
Accreditation Standards (EPAS). The educational policy was developed by COEP and approved
by the CSWE Board of Directors on June 3, 2022. The accreditation standards were developed
and approved by COA on June 9, 2022, and amended on September 1, 2022.
Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

EPAS Revision Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

About the 2022 EPAS Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Competency-Based Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

The Nine Social Work Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Competency 1: Demonstrate Ethical and Professional Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Competency 2: Advance Human Rights and Social, Racial, Economic, and

Environmental Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice . . . . . . . . . 9

Competency 4: Engage in Practice-Informed Research and Research-Informed Practice . . . . . . . 10

Competency 5: Engage in Policy Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Competency 6: Engage with Individuals, Families, Groups, Organizations,

and Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities . . . . . . . . . 11

Competency 8: Intervene with Individuals, Families, Groups, Organizations,

and Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations,

and Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Program Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Educational Policy 1.0: Program Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Accreditation Standard 1.0: Program Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Anti-Racism, Diversity, Equity, and Inclusion (ADEI) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Educational Policy 2.0: Anti-Racism, Diversity, Equity, and Inclusion (ADEI) . . . . . . . . . . . . . . . . . . . 16

Accreditation Standard 2.0: Anti-Racism, Diversity, Equity, and Inclusion (ADEI) . . . . . . . . . . . . . . . 16

2022 Educational Policy and Accreditation Standards 3

Explicit Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Educational Policy 3.0: Explicit Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Educational Policy 3.1: Generalist Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Accreditation Standard 3.1: Generalist Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Educational Policy M3.2: Specialized Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Accreditation Standard M3.2: Specialized Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Educational Policy 3.3: Signature Pedagogy—Field Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Accreditation Standard 3.3: Field Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Implicit Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Educational Policy 4.0: Implicit Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Educational Policy 4.1: Student Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Accreditation Standard 4.1: Student Development—Admissions; Advisement, Retention,

and Termination; and Student Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Educational Policy 4.2: Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Accreditation Standard 4.2: Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Educational Policy 4.3: Administrative and Governance Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Accreditation Standard 4.3: Administrative and Governance Structure . . . . . . . . . . . . . . . . . . . . . . . 30

Educational Policy 4.4: Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Accreditation Standard 4.4: Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Educational Policy 5.0: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Accreditation Standard 5.0: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

4 2022 Educational Policy and Accreditation Standards

Introduction

A
ccreditation is a system for recognizing educational institutions and the professional
programs affiliated with those institutions as having a level of performance, integrity,
and quality that entitles them to the confidence of the educational community and
the public they serve. The Commission on Accreditation (COA) of the Council on Social Work
Education (CSWE) is recognized by the Council for Higher Education Accreditation (CHEA) to
accredit baccalaureate and master’s degree programs in social work education in the United
States and its territories. The COA is responsible for formulating, promulgating, and implementing
the accreditation standards for baccalaureate and master’s degree programs in social work, for
ensuring that the standards define competent preparation, and for confirming that accredited
social work programs meet the standards. To this end, the COA administers a multistep peer-
review accreditation process that involves program self-studies and benchmarks, site visits, and
COA reviews.

The accreditation review process provides professional judgments on the quality of social work
education programs in institutions and encourages continuous improvement. These findings are
based on the Educational Policy and Accreditation Standards (EPAS) developed by the COA and the
Commission on Educational Policy (COEP). Moreover, systematic examination of compliance with
established standards supports public confidence in the quality of professional social work education
and in the competence of social work practice.

CSWE’s COA uses the EPAS to accredit baccalaureate and master’s-level social work programs.
The EPAS supports academic excellence by establishing thresholds for professional competence.
It permits programs to use traditional and emerging models and methods of curriculum design
by balancing requirements that promote comparable outcomes across programs with a level of
flexibility that encourages programs to differentiate.

Social work education at the baccalaureate, master’s, and doctoral levels shapes the profession’s
future through the education of competent professionals, the generation of knowledge, the
promotion of evidence-informed practice through scientific inquiry, and the exercise of leadership.
Social work educators serve the profession through their teaching, research, scholarship, and
service. Social work educators are responsible for ensuring that students are prepared to practice
safely, competently, and ethically with all clients, constituents, and the public. Additionally, social
work education prepares competent practitioners to develop socially responsible policy, address the
policy implications of their work, and implement strategies to address inequalities and inequities.

2022 Educational Policy and Accreditation Standards 5

EPAS Revision Process
The COA and the COEP are responsible for revising the EPAS. The revision takes place in accordance
with the CSWE bylaws, which mandate that the policy statement be reviewed by COEP “at periodic
intervals not to exceed 7 years.” CSWE’s recognition by the CHEA also requires that accreditors have
a process whereby standards are reviewed periodically by the COA. The EPAS review process has
taken more than 5 years, and drafts have been issued for public review and comment. The intent of
the COA and the COEP is to solicit feedback from as many constituents as possible in as many ways
as possible. The COA and the COEP thank the programs, individuals, organizations, and communities
of interest that provided feedback on the drafts.

About the 2022 EPAS Document

The 2022 EPAS adopts a competency-based education framework identifying the nine social work
competencies accompanied by a set of behaviors for each competency. Following the nine social
work competencies, the EPAS describes five elements of an integrated program design:

1. Program mission (EPAS 1.0)

2. Anti-racism, diversity, equity, and inclusion (EPAS 2.0)

3. Explicit curriculum (EPAS 3.0)

4. Implicit curriculum (EPAS 4.0)

5. Assessment (EPAS 5.0)

The five elements of the EPAS each include educational policies and accreditation standards,
which are conceptually linked to one another. Educational policies describe each of the five
program elements. Accreditation standards are informed by the educational policy and specify the
requirements used to develop and maintain an accredited social work program at the baccalaureate
or master’s level.
Each accreditation standard is preceded by a number, followed by the text of the standard.
Compliance statements used in accreditation reviews are located underneath each accreditation
standard. Viewed together, the accreditation standard and compliance statements provide an
indication of whether the standard has been met. The compliance statements are considered by the
Commission on Accreditation (COA) in determining whether the social work program meets each
accreditation standard.
Accreditation standards with numbers preceded by the letter “B” apply only to baccalaureate-level
social work programs. Accreditation standards with numbers preceded by the letter “M” apply only
to master’s-level social work programs. Accreditation standards with numbers preceded by no letter
are applicable to baccalaureate-level and master’s-level social work programs.

6 2022 Educational Policy and Accreditation Standards

Competency-Based Education

C
SWE has adopted a competency-based education framework for its EPAS. A competency-
based approach identifies and assesses what students demonstrate in practice. In social work,
this approach involves assessing students’ ability to demonstrate the competencies identified
in the educational policy.

Competency-based education rests on a shared view of the nature of competence in professional

practice. Social work competence is the ability to integrate and apply social work knowledge,
values, skills, and cognitive and affective processes to practice situations in a culturally responsive,
purposeful, intentional, and professional manner to promote human and community well-being.
The EPAS recognizes a holistic view of competence; that is, the demonstration of competence is
informed by knowledge, values, skills, and cognitive and affective processes that include the social
worker’s critical thinking, affective reactions, and exercise of judgment in regard to unique practice
situations. Overall professional competence is multidimensional and composed of interrelated
competencies. An individual social worker’s competence is seen as developmental and dynamic,
evolving over time in relation to continuous learning and changes in the social environment and
professional knowledge base.

Competency-based education is an outcome-oriented approach to curriculum design. The goal of

the outcome-oriented approach is to ensure that students are able to demonstrate the integration
and application of the competencies in practice. In the EPAS, social work practice competence
consists of nine interrelated competencies and component behaviors that consist of knowledge,
values, skills, and cognitive and affective processes.

Using a curriculum design that begins with the outcomes, expressed as the expected competencies,
program developers produce the substantive content, pedagogical approaches, and educational
activities that provide learning opportunities for students to demonstrate competencies.

Assessment of student learning outcomes is an essential component of competency-based

education. Assessment provides evidence that students have demonstrated the level of competence
necessary to enter professional practice, which in turn shows that programs are successful in
achieving their goals. Assessment information is used to improve the educational program and the
methods used to assess student learning outcomes.

Programs assess students’ demonstration of competence. Programs use assessment methods

to gather data that serve as evidence of student learning outcomes and the demonstration of
competence. Because social work practice is complex and multidimensional, the assessment
methods used by programs and the data collected may vary by context.

2022 Educational Policy and Accreditation Standards 7

The Nine Social Work Competencies

T
he nine social work competencies are listed in this section. Programs may add competencies that
are consistent with their mission to respond to their context. Each competency describes the
knowledge, values, skills, and cognitive and affective processes that make up the competency at
the generalist level of practice, followed by a set of behaviors that integrate these components. These
behaviors represent observable components of the competencies, and the descriptions that precede
them represent the underlying content and processes that inform the behaviors.

Master’s programs extend and enhance the nine social work competencies, and any additional
competencies added by the program, for each area of specialized practice. By extending and
enhancing the competencies, programs provide master’s-level students with the four dimensions
(i.e., knowledge, values, skills, and cognitive and affective processes) relevant to each area of
specialized practice. A specialized competency description is developed to incorporate the four
dimensions and specialized behaviors for each competency and any additional competencies added
by the program.

Competency 1: Demonstrate Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as well as
relevant policies, laws, and regulations that may affect practice with individuals, families, groups,
organizations, and communities. Social workers understand that ethics are informed by principles
of human rights and apply them toward realizing social, racial, economic, and environmental
justice in their practice. Social workers understand frameworks of ethical decision making and
apply principles of critical thinking to those frameworks in practice, research, and policy arenas.
Social workers recognize and manage personal values and the distinction between personal and
professional values. Social workers understand how their evolving worldview, personal experiences,
and affective reactions influence their professional judgment and behavior. Social workers take
measures to care for themselves professionally and personally, understanding that self-care is
paramount for competent and ethical social work practice. Social workers use rights-based, anti-
racist, and anti-oppressive lenses to understand and critique the profession’s history, mission,
roles, and responsibilities and recognize historical and current contexts of oppression in shaping
institutions and social work. Social workers understand the role of other professionals when engaged
in interprofessional practice. Social workers recognize the importance of lifelong learning and
are committed to continually updating their skills to ensure relevant and effective practice. Social
workers understand digital technology and the ethical use of technology in social work practice.

Social workers:

a. make ethical decisions by applying the standards of the National Association of Social
Workers Code of Ethics, relevant laws and regulations, models for ethical decision making,
ethical conduct of research, and additional codes of ethics within the profession as
appropriate to the context;

8 2022 Educational Policy and Accreditation Standards

 b. demonstrate professional behavior; appearance; and oral, written, and electronic
communication;

c. use technology ethically and appropriately to facilitate practice outcomes; and

d. use supervision and consultation to guide professional judgment and behavior.

Competency 2: Advance Human Rights and Social, Racial,

Economic, and Environmental Justice
Social workers understand that every person regardless of position in society has fundamental
human rights. Social workers are knowledgeable about the global intersecting and ongoing injustices
throughout history that result in oppression and racism, including social work’s role and response.
Social workers critically evaluate the distribution of power and privilege in society in order to promote
social, racial, economic, and environmental justice by reducing inequities and ensuring dignity and
respect for all. Social workers advocate for and engage in strategies to eliminate oppressive structural
barriers to ensure that social resources, rights, and responsibilities are distributed equitably and that
civil, political, economic, social, and cultural human rights are protected.

Social workers:

a. advocate for human rights at the individual, family, group, organizational, and community
system levels; and

b. engage in practices that advance human rights to promote social, racial, economic, and
environmental justice.

Competency 3: Engage Anti-Racism, Diversity, Equity, and

Inclusion (ADEI) in Practice
Social workers understand how racism and oppression shape human experiences and how these two
constructs influence practice at the individual, family, group, organizational, and community levels
and in policy and research. Social workers understand the pervasive impact of White supremacy
and privilege and use their knowledge, awareness, and skills to engage in anti-racist practice. Social
workers understand how diversity and intersectionality shape human experiences and identity
development and affect equity and inclusion. The dimensions of diversity are understood as the
intersectionality of factors including but not limited to age, caste, class, color, culture, disability and
ability, ethnicity, gender, gender identity and expression, generational status, immigration status,
legal status, marital status, political ideology, race, nationality, religion and spirituality, sex, sexual
orientation, and tribal sovereign status. Social workers understand that this intersectionality means
that a person’s life experiences may include oppression, poverty, marginalization, and alienation
as well as privilege and power. Social workers understand the societal and historical roots of
social and racial injustices and the forms and mechanisms of oppression and discrimination. Social
workers understand cultural humility and recognize the extent to which a culture’s structures and

2022 Educational Policy and Accreditation Standards 9

values, including social, economic, political, racial, technological, and cultural exclusions, may create
privilege and power resulting in systemic oppression.

Social workers:

a. demonstrate anti-racist and anti-oppressive social work practice at the individual, family,
group, organizational, community, research, and policy levels; and

b. demonstrate cultural humility by applying critical reflection, self-awareness, and self-

regulation to manage the influence of bias, power, privilege, and values in working with
clients and constituencies, acknowledging them as experts of their own lived experiences.

Competency 4: Engage in Practice-Informed Research and

Research-Informed Practice
Social workers use ethical, culturally informed, anti-racist, and anti-oppressive approaches in
conducting research and building knowledge. Social workers use research to inform their practice
decision making and articulate how their practice experience informs research and evaluation
decisions. Social workers critically evaluate and critique current, empirically sound research to inform
decisions pertaining to practice, policy, and programs. Social workers understand the inherent bias
in research and evaluate design, analysis, and interpretation using an anti-racist and anti-oppressive
perspective. Social workers know how to access, critique, and synthesize the current literature to
develop appropriate research questions and hypotheses. Social workers demonstrate knowledge
and skills regarding qualitative and quantitative research methods and analysis, and they interpret
data derived from these methods. Social workers demonstrate knowledge about methods to assess
reliability and validity in social work research. Social workers can articulate and share research findings
in ways that are usable to a variety of clients and constituencies. Social workers understand the value
of evidence derived from interprofessional and diverse research methods, approaches, and sources.

Social workers:

a. apply research findings to inform and improve practice, policy, and programs; and
b. identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address
inherent biases for use in quantitative and qualitative research methods to advance the
purposes of social work.

Competency 5: Engage in Policy Practice

Social workers identify social policy at the local, state, federal, and global level that affects well-
being, human rights and justice, service delivery, and access to social services. Social workers
recognize the historical, social, racial, cultural, economic, organizational, environmental, and global
influences that affect social policy. Social workers understand and critique the history and current
structures of social policies and services and the role of policy in service delivery through rights-
based, anti-oppressive, and anti-racist lenses. Social workers influence policy formulation, analysis,

10 2022 Educational Policy and Accreditation Standards

implementation, and evaluation within their practice settings with individuals, families, groups,
organizations, and communities. Social workers actively engage in and advocate for anti-racist and
anti-oppressive policy practice to effect change in those settings.

Social workers:

a. use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies
affect the delivery of and access to social services; and

b. apply critical thinking to analyze, formulate, and advocate for policies that advance human
rights and social, racial, economic, and environmental justice.

Competency 6: Engage with Individuals, Families, Groups,

Organizations, and Communities
Social workers understand that engagement is an ongoing component of the dynamic and
interactive process of social work practice with and on behalf of individuals, families, groups,
organizations, and communities.

Social workers value the importance of human relationships. Social workers understand theories
of human behavior and person-in-environment and critically evaluate and apply this knowledge
to facilitate engagement with clients and constituencies, including individuals, families, groups,
organizations, and communities. Social workers are self-reflective and understand how bias, power,
and privilege as well as their personal values and personal experiences may affect their ability to
engage effectively with diverse clients and constituencies. Social workers use the principles of
interprofessional collaboration to facilitate engagement with clients, constituencies, and other
professionals as appropriate.

Social workers:

a. apply knowledge of human behavior and person-in-environment, as well as interprofessional

conceptual frameworks, to engage with clients and constituencies; and
b. use empathy, reflection, and interpersonal skills to engage in culturally responsive practice
with clients and constituencies.

Competency 7: Assess Individuals, Families, Groups,

Organizations, and Communities
Social workers understand that assessment is an ongoing component of the dynamic and
interactive process of social work practice. Social workers understand theories of human
behavior and person-in-environment, as well as interprofessional conceptual frameworks, and
they critically evaluate and apply this knowledge in culturally responsive assessment with clients
and constituencies, including individuals, families, groups, organizations, and communities.
Assessment involves a collaborative process of defining presenting challenges and identifying

2022 Educational Policy and Accreditation Standards 11

strengths with individuals, families, groups, organizations, and communities to develop a mutually
agreed-upon plan. Social workers recognize the implications of the larger practice context in the
assessment process and use interprofessional collaboration in this process. Social workers are self-
reflective and understand how bias, power, privilege, and their personal values and experiences
may affect their assessment and decision making.

Social workers:

a. apply theories of human behavior and person-in-environment, as well as other culturally

responsive and interprofessional conceptual frameworks, when assessing clients and
constituencies; and

b. demonstrate respect for client self-determination during the assessment process by

collaborating with clients and constituencies in developing a mutually agreed-upon plan.

Competency 8: Intervene with Individuals, Families, Groups,

Organizations, and Communities
Social workers understand that intervention is an ongoing component of the dynamic and
interactive process of social work practice. Social workers understand theories of human behavior,
person-in-environment, and other interprofessional conceptual frameworks, and they critically
evaluate and apply this knowledge in selecting culturally responsive interventions with clients
and constituencies, including individuals, families, groups, organizations, and communities. Social
workers understand methods of identifying, analyzing, and implementing evidence-informed
interventions and participate in interprofessional collaboration to achieve client and constituency
goals. Social workers facilitate effective transitions and endings.

Social workers:

a. engage with clients and constituencies to critically choose and implement culturally
responsive, evidence-informed interventions to achieve client and constituency goals; and

b. incorporate culturally responsive methods to negotiate, mediate, and advocate with and on
behalf of clients and constituencies.

Competency 9: Evaluate Practice with Individuals, Families,

Groups, Organizations, and Communities
Social workers understand that evaluation is an ongoing component of the dynamic and
interactive process of social work practice with and on behalf of diverse individuals, families,
groups, organizations, and communities. Social workers evaluate processes and outcomes to
increase practice, policy, and service delivery effectiveness. Social workers apply anti-racist and
anti-oppressive perspectives in evaluating outcomes. Social workers understand theories of
human behavior and person-in-environment, as well as interprofessional conceptual frameworks,

12 2022 Educational Policy and Accreditation Standards

and critically evaluate and apply this knowledge in evaluating outcomes. Social workers use
qualitative and quantitative methods for evaluating outcomes and practice effectiveness.

Social workers:

a. select and use culturally responsive methods for evaluation of outcomes; and

b. critically analyze outcomes and apply evaluation findings to improve practice effectiveness
with individuals, families, groups, organizations, and communities.

2022 Educational Policy and Accreditation Standards 13

Program Mission

Educational Policy 1.0: Program Mission

The program mission reflects a process informed by a commitment to student attainment of the
nine social work competencies. It is grounded in the profession’s purpose and in the core values of
the social work profession and informed by the program’s context.

Purpose
The purpose of the social work profession is to promote human and community well-being. Guided
by a person-in-environment framework, a global perspective, respect for human diversity, and
knowledge based on scientific inquiry, the purpose of social work is actualized through its quest
for social, racial, economic, and environmental justice; the creation of conditions that facilitate the
realization of human rights; the elimination of poverty; and the enhancement of life for all people,
locally and globally.

Values
Service, social justice, the dignity and worth of the person, the importance of human relationships,
integrity, competence, human rights, and scientific inquiry are among the core values of social work.
These values, along with an anti-racist and anti-oppressive perspective, underpin the explicit and
implicit curriculum and frame the profession’s commitment to respect all people and the quest for
social, racial, economic, and environmental justice.

Program Context
Program context encompasses the needs and opportunities of practice communities, which are
informed by their historical, political, economic, environmental, social, cultural, demographic,
institutional, local, regional, and global contexts and by the ways they elect to engage these factors.
Additional factors include new knowledge, technology, and ideas that may have a bearing on
contemporary and future social work education, practice, and research.

Accreditation Standard 1.0: Program Mission

1.0.1  he program has a program-level mission statement that is consistent with the
T
profession’s purpose and values. Institutions with accredited baccalaureate and master’s
programs have a separate mission statement for each program.

a. The program provides the program-level mission statement.

b. The program describes how the program’s mission statement is consistent with the
profession’s purpose and values, as described in Educational Policy 1.0.

c. The program addresses all program options.

14 2022 Educational Policy and Accreditation Standards

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

a. The program describes its context, including a description of its program options.

b. The program describes how the program mission statement is consistent with the
program’s context, as described in Educational Policy 1.0.

c. The program addresses all program options.

2022 Educational Policy and Accreditation Standards 15

Anti-Racism, Diversity, Equity, and Inclusion (ADEI)

Educational Policy 2.0: Anti-Racism, Diversity, Equity, and

Inclusion (ADEI)
Social work programs integrate anti-racism, diversity, equity, and inclusion (ADEI) approaches across
the curriculum. Programs provide the context through which students learn about their positionality,
power, privilege, and difference and develop a commitment to dismantling systems of oppression,
such as racism, that affect diverse populations. Programs recognize the pervasive impact of White
supremacy and privilege and prepare students to have the knowledge, awareness, and skills necessary
to engage in anti-racist practice. The dimensions of diversity, equity, and inclusion are understood
as the intersectionality of multiple factors including but not limited to age, caste, class, color,
culture, disability and ability, ethnicity, gender, gender identity and expression, generational status,
immigration status, legal status, marital status, political ideology, race, nationality, religion/spirituality,
sex, sexual orientation, and tribal sovereign status. Faculty and administrators model anti-racist and
anti-oppressive practice and respect for diversity and difference. Faculty and administrators also
foster an equitable and inclusive learning environment by facilitating important ADEI discourse. The
program’s commitment to ADEI is reflected in its explicit and implicit curriculum. Together the implicit
and explicit curricula are informed by the program context and learning environment. The program
recognizes the important role of the learning environment in the education of program participants,
especially with respect to the value and meaning of anti-racism, diversity, equity, and inclusion, and the
development of cultural humility. The program has an inclusive approach to addressing the vast range
of student learning needs, including intentional planning and implementation of inclusive practices
and pedagogies in the explicit curriculum that reduce barriers while optimizing accessibility and equity
for students. Students are responsible for their learning, collaborating with peers and colleagues, and
practicing with historically and currently oppressed populations through an anti-racist lens.

Accreditation Standard 2.0: Anti-Racism, Diversity, Equity, and

Inclusion (ADEI)
2.0.1 The program engages in specific and continuous efforts within the explicit curriculum
related to anti-racism, diversity, equity, and inclusion.
a. The program provides examples of its specific and continuous efforts within the explicit
curriculum related to ADEI, as described in Educational Policy 2.0.

b. The program addresses all program options.

2.0.2 The program engages in specific and continuous efforts within the implicit curriculum
related to anti-racism, diversity, equity, and inclusion.
a. The program provides examples of its specific and continuous efforts within the implicit
curriculum related to ADEI, as described in Educational Policy 2.0.
b. The program addresses all program options.

16 2022 Educational Policy and Accreditation Standards

Explicit Curriculum

Educational Policy 3.0: Explicit Curriculum

The explicit curriculum is the program’s design and delivery of formal education to students, and
it includes the curriculum design, courses, course content, and field education curriculum used for
each of its program options. Social work education is grounded in the liberal arts and a commitment
to anti-racism, diversity, equity, and inclusion, which together provide the intellectual basis for the
professional curriculum and inform its design. The integration of anti-racism, diversity, equity, and
inclusion principles across the explicit curriculum includes anti-oppression and global positionality,
interdisciplinary perspectives, and comparative analysis regarding policy, practice, and research.

Using a competency-based education framework, the explicit curriculum prepares students for
professional social work practice at the baccalaureate and master’s levels. Baccalaureate programs
provide students with strong generalist practice knowledge, values, skills, and cognitive and
affective processes that prepare them for professional practice with individuals, families, groups,
organizations, and communities. Master’s programs provide students with knowledge, values, skills,
and cognitive and affective processes at both generalist and specialized levels that prepare them for
professional practice with individuals, families, groups, organizations, and communities.

The explicit curriculum, including field education, fosters a learning environment and engaged
learning methods informed by guidance from the professional practice community. Design and
delivery of the explicit curriculum incorporate experientially based learning opportunities informed
by teaching that includes digital and information literacy and technology-supported learning. The
program’s commitment to continuous curriculum improvement is guided by evolving contemporary
science and interprofessional research.

Educational Policy 3.1: Generalist Practice

The baccalaureate and master’s programs in social work prepare students for professional practice at a
generalist level. The descriptions of the nine social work competencies presented in the EPAS identify
the knowledge, values, skills, and cognitive and affective processes that are subsequently demonstrated
in students’ observable behaviors indicative of competence at a generalist level of practice.

Generalist practice is grounded in the liberal arts and the person-in-environment framework. To
promote human and social well-being, generalist practitioners use a range of prevention and
intervention methods in their practice with diverse individuals, families, groups, organizations, and
communities, based on scientific inquiry and best practices. The generalist practitioner identifies
with the social work profession and applies ethical principles and critical thinking in practice at
the micro, mezzo, and macro levels. Generalist practitioners engage diversity in their practice and
advocate for human rights and social, racial, economic, and environmental justice. They recognize,
support, and build on the strengths and resiliency of all human beings. They engage in research-
informed practice and are proactive in responding to the impact of context on professional practice.

2022 Educational Policy and Accreditation Standards 17

Accreditation Standard 3.1: Generalist Practice
3.1.1 The program’s generalist practice curriculum integrates the classroom and field and is
informed by the professional practice community.

a. The program provides a rationale for its generalist practice curriculum design.

b. The program describes how its generalist practice curriculum integrates classroom
and field.

c. The program describes how its generalist practice curriculum is informed by the
professional practice community.

d. The program addresses all program options.

3.1.2 The program’s generalist practice curriculum content implements the nine social work
competencies (and any additional competencies added by the program).

a. The program identifies and provides any additional competencies and corresponding
behaviors added by the program (if applicable).

b. The program submits Form AS 3.1.2.

c. The program provides a syllabus in Volume 2 for each course listed on Form AS 3.1.2
to illustrate how its curriculum content implements the nine social work competencies
(and any additional competencies added by the program) to prepare students for
generalist practice.

d. The program addresses all program options.

Educational Policy M3.2: Specialized Practice

The master’s program in social work prepares students for specialized practice. Specialized practice
builds on generalist practice as described in Educational Policy 3.1 by integrating the nine social
work competencies that manifest in holistic professional practice. Specialized practitioners extend
and enhance social work knowledge, values, skills, and cognitive and affective processes, and
demonstrate an ability to engage, assess, intervene, and evaluate across client populations, problem
areas, and methods of intervention. In each area of specialized practice defined by the program,
the program extends and enhances the nine social work competencies that are demonstrated
in observable behaviors indicative of competence in specialized areas of professional practice.
Specialized practitioners synthesize and use the knowledge and skills necessary for interprofessional
collaborations based on scientific inquiry and best practices, consistent with social work values. They
engage in both research and advocacy in their commitment to changing structural inequities and to
informing and improving practice, policy, and service delivery.

18 2022 Educational Policy and Accreditation Standards

Accreditation Standard M3.2: Specialized Practice
M3.2.1 The program has at least one area of specialized practice. For each area of specialized
practice, the program extends and enhances the nine social work competencies (and any
additional competencies added by the program).

a. The program provides its area(s) of specialized practice, as described in Educational

Policy M3.2.

b. The program provides its extended and enhanced nine social work competencies and
corresponding behaviors (and any additional competencies added by the program) for
each area of specialized practice.

c. The program addresses all program options.

M3.2.2 The program’s area(s) of specialized practice builds on elements of generalist practice.

a. The program explains how each area of specialized practice, as described in Educational
Policy M3.2, builds on the elements of generalist practice, as described in Educational
Policy 3.1.

b. The program addresses all program options.

M3.2.3 The program’s specialized practice curriculum integrates classroom and field and is
informed by the professional practice community.

a. For each area of specialized practice, the program provides a rationale for its
specialized practice curriculum design.

b. For each area of specialized practice, the program describes how its specialized practice
curriculum integrates classroom and field.

c. For each area of specialized practice, the program describes how its specialized practice
curriculum is informed by the professional practice community.

d. The program addresses all program options.

M3.2.4 The program’s specialized practice curriculum content implements the nine social work
competencies (and any additional competencies added by the program).

a. For each area of specialized practice, the program submits Form AS M3.2.4.

b. The program provides a syllabus in Volume 2 for each course listed on Form AS M3.2.4
to illustrate how its curriculum content implements its extended and enhanced nine
social work competencies (and any additional competencies added by the program) to
prepare students for specialized practice.

c. The program addresses all program options.

2022 Educational Policy and Accreditation Standards 19

Educational Policy 3.3: Signature Pedagogy—Field Education
Field education is the signature pedagogy for social work. Signature pedagogies are elements of
instruction and socialization that teach future practitioners the fundamental dimensions of professional
work in their discipline: to think, to perform, and to act intentionally, ethically, and with integrity.

The field setting is where students apply human rights principles from global and national social
work ethical codes to advance social, racial, economic, and environmental justice. It fosters a
learning environment where anti-racism, diversity, equity, and inclusion are valued. Field education
is designed to integrate the theoretical and conceptual contributions of the explicit curriculum in the
field setting. It is a basic precept of social work education that the two interrelated components of
curriculum—classroom and field—are of equal importance, and each contributes to the development
of the requisite competencies of professional practice. Field education is systematically designed,
supervised, coordinated, and evaluated based on criteria and measures of student acquisition and
demonstration of the nine social work competencies. Responding to the changing nature of the
practice world and student demographics and characteristics, field education programs articulate
how they maintain or enhance students’ access to high-quality field practicum experiences. Field
education programs develop field models to prepare students for contemporary and interprofessional
social work practice, including the use of various forms of technology.

The program’s field education director serves as an essential contributor to the curricular
development, administration, and governance of field education.

Accreditation Standard 3.3: Field Education

3.3.1 The field education program ensures generalist practice opportunities for all students to
demonstrate the nine social work competencies (and any additional competencies added
by the program) with all system levels: individuals, families, groups, organizations, and
communities in field settings.

a. The program describes how its field education program ensures that generalist
practice opportunities are provided to all students to demonstrate the nine social work
competencies in field settings with all system levels:

i. individuals,

ii. families,

iii. groups,

iv. organizations, and

v. communities.

b. The program addresses all program options.

20 2022 Educational Policy and Accreditation Standards

M3.3.2 The field education program ensures specialized practice opportunities for all students to
demonstrate the nine social work competencies (and any additional competencies added
by the program) with one or more relevant system levels in field settings for each area of
specialized practice.

a. The program identifies the relevant system level(s) for each area of specialized practice.

b. For each area of specialized practice, the program describes how its field education
program ensures that specialized practice opportunities are provided to students to
demonstrate social work competencies within each area of specialized practice in field
settings with each identified system level.

c. The program addresses all program options.

3.3.3 The field education program provides a minimum of 400 hours of field education for
baccalaureate programs and a minimum of 900 hours of field education for master’s
programs.

a. The program describes how it ensures the accrual of a minimum of 400 hours of field
education for baccalaureate programs or a minimum of 900 hours of field education for
master’s programs.

b. The program describes how its field hour requirement is articulated to students and
field personnel.

c. The program addresses all program options.

3.3.4 The field education program has a process for identifying, approving, and engaging with
field education settings. The field education program has a process for orienting and
engaging with field instructors. The field education program has a process for evaluating
field instructor and field education setting effectiveness.

a. The program describes the field education program’s process for:

i. identifying, approving, and engaging with field education settings;

ii. orienting and engaging with field instructors; and

iii. evaluating field instructor and field education setting effectiveness.

b. The program describes how these processes are articulated to students and field
personnel.

c. The program addresses all program options.

2022 Educational Policy and Accreditation Standards 21

3.3.5 The field education program has a process for orienting students, placing students,
monitoring and supporting student learning, implementing student safety protocols, and
evaluating student learning congruent with the nine social work competencies (and any
additional competencies added by the program).

a. The program describes the field education program’s process for:

i. orienting students;

ii. placing students;

iii. monitoring and supporting student learning;

iv. implementing student safety protocols; and

v. evaluating student learning congruent with the nine social work competencies (and
any additional competencies added by the program).

b. The program describes how these processes are articulated to students and field
personnel.
c. The program addresses all program options.

B3.3.6 The program ensures that all baccalaureate students receive field supervision from an
individual who holds a baccalaureate or master’s degree in social work from a CSWE-
accredited program1 and who has at least two years of post-social work degree practice
experience in social work.

a. The program describes its process for ensuring that field supervision is provided by an
individual with the required degree and practice experience.

b. The program describes its process for assigning a qualified field instructor to provide
supervision when an individual with the required degree and practice experience is
unavailable in the field setting.

c. The program describes how these processes are articulated to students and field
personnel.

d. The program addresses all program options.

M3.3.6 The program ensures that all master’s students receive field supervision from an individual
who holds a master’s degree in social work from a CSWE-accredited program and who has
at least two years of post-master’s social work degree practice experience in social work.

a. The program describes its process for ensuring that field supervision is provided by an
individual with the required degree and practice experience.

1 This, and all future references to degrees from social work programs accredited by CSWE, includes degrees from CSWE-accredited
programs, those recognized through CSWE's International Social Work Degree Recognition and Evaluation Service (ISWDRES), or those
covered under a memorandum of understanding with international social work accreditors.

22 2022 Educational Policy and Accreditation Standards

 b. The program describes its process for assigning a qualified field instructor to provide
supervision when an individual with the required degree and practice experience is
unavailable in the field setting.

c. The program describes how these processes are articulated to students and field
personnel.

d. The program addresses all program options.

3.3.7 The program has a policy documenting whether it permits field placements in an
organization in which the student is also employed. If permitted, student assignments
and employee tasks may qualify as field hours when directly linked to the nine social work
competencies (and any additional competencies added by the program) and level of
practice (generalist or specialized). Field education supervision may be provided by the
same supervisor if field education supervision is distinct from employment supervision
and the supervisor meets the requirements of Accreditation Standard 3.3.6. The policy
documents how the program assists students with field education continuation or
change in situations where a student becomes unemployed in an organization where field
education has co-occurred with employment.

a. The program provides its policy related to field placements in an organization in which
the student is also employed. If permitted, the program’s policy includes:

i. how the program ensures that student assignments are directly linked to the nine
social work competencies (and any additional competencies added by the program)
and level of practice (generalist or specialized);

ii. how field education supervision is distinct from employment supervision time, even
when provided by the same supervisor; and

iii. how the program assists students with field education continuation or change in
situations where a student becomes unemployed in an organization where field
education has co-occurred with employment.

b. The program describes how these policies are articulated to students and field
personnel.

c. The program addresses all program options.

2022 Educational Policy and Accreditation Standards 23

Implicit Curriculum

Educational Policy 4.0: Implicit Curriculum

The implicit curriculum consists of the student learning experience and the program context
or environment. The implicit curriculum includes the following elements: student development,
admissions, advising, retention, and termination; student participation in governance; faculty;
administrative and governance structure; and resources. All elements of the implicit curriculum
are expected to demonstrate the program’s commitment to anti-racism, diversity, equity,
and inclusion (ADEI). The culture of human interchange, the spirit of inquiry, the support for
difference and diversity, and the values and priorities in the educational environment, including
the field setting, inform the student’s learning and development. These elements are manifested
through policies that are equitable and transparent in substance and implementation, the
qualifications of the faculty, and the distribution of resources. The student learning experience
and environment are as important as the academic curriculum in shaping the professional
character and competence of the program’s graduates.

Educational Policy 4.1: Student Development

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

24 2022 Educational Policy and Accreditation Standards

Accreditation Standard 4.1: Student Development—
Admissions; Advisement, Retention, and Termination;
and Student Participation
Admission
4.1.1 The program’s admissions policies are equitable and inclusive, with particular attention to
underrepresented as well as historically and currently oppressed groups.

a. The program describes how its admissions policies make the program equitable and
inclusive, with particular attention to underrepresented as well as historically and
currently oppressed groups.

b. The program addresses all program options.

B4.1.2 The program has criteria for admission, a process for application evaluation, and a process
to notify students of admission decisions.

a. The program provides its:

i. criteria for admission;

ii. process for the evaluation of applications;

iii. admission decision types; and

iv. process for the notification of each decision type.

b. The program describes how the admission criteria and processes are articulated.

c. The program addresses all program options.

M4.1.2 The program has criteria for admission, a process for application evaluation, and a process
to notify students of admission decisions. The criteria for admission to the master’s
program must include an earned baccalaureate degree from a college or university
accredited by a recognized regional accrediting organization.

a. The program provides its:

i. criteria for admission, which include an earned baccalaureate degree from a college
or university accredited by a recognized regional accrediting organization;

ii. process for the evaluation of applications;

iii. admission decision types; and

iv. process for the notification of each decision type.

b. The program describes how these admission criteria and processes are articulated.

c. The program addresses all program options.

2022 Educational Policy and Accreditation Standards 25

M4.1.3 The program offers advanced standing to graduates holding degrees from baccalaureate
social work programs accredited by CSWE. The program has a policy to ensure that
students from CSWE-accredited baccalaureate social work programs do not repeat
generalist content at the master’s level that has been achieved at the baccalaureate level.

a. The program provides its policy for awarding advanced standing.

b. The program provides its policy for ensuring that students from CSWE-accredited
baccalaureate social work programs do not repeat generalist content at the master’s
level that has been achieved at the baccalaureate level.

c. The program describes how these policies are articulated.

d. The program addresses all program options.

4.1.4 The program has policies for the transfer of social work course credit.

a. The program provides its policies for the transfer of social work course credit.

b. The program describes how these policies are articulated.

c. The program addresses all program options.

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

a. The program provides the policy indicating that it does not grant social work course
credit for life experience or previous work experience.

b. The program describes how this policy is articulated.

c. The program addresses all program options.

Advising, Retention, and Termination

4.1.6 The program has policies for academic advising and professional advising. Professional
advising is provided by social work program faculty or staff.

a. The program provides its policy for academic advising.

b. The program provides its policy for professional advising, including that professional
advising is provided by social work program faculty or staff.

c. The program describes how these policies are articulated.

d. The program addresses all program options.

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

26 2022 Educational Policy and Accreditation Standards

 a. The program provides its policies for evaluating academic performance.

b. The program provides its policies for evaluating professional performance.

c. The program provides its policies for student termination from the program.

d. The program provides its policies related to due process for reasons of academic
performance.

e. The program provides its policies related to due process for reasons of professional
performance.

f. The program provides its policies related to due process for reasons of student
termination from the program.

g. The program describes how these policies are articulated.

h. The program addresses all program options.

Student Participation
4.1.8 The program has policies that ensure equitable and inclusive opportunities for student
input and participation in the implicit and explicit curriculum.

a. The program provides its policies for ensuring equitable and inclusive opportunities for
student input and participation in the implicit curriculum.

b. The program provides its policies for ensuring equitable and inclusive opportunities for
student input and participation in the explicit curriculum.

c. The program describes how these policies are articulated.

d. The program addresses all program options.

Educational Policy 4.2: Faculty

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

2022 Educational Policy and Accreditation Standards 27

Faculty demonstrate sufficient educational qualifications and experience related to the nine social
work competencies. Programs demonstrate that faculty are qualified to teach the courses to which
they are assigned. Learning experiences are to be designed, delivered, and assessed by faculty (full-
or part-time) or other appropriate professionals who are qualified for the positions they hold and
the work they do. Faculty are provided with opportunities, resources, and support for professional
growth and innovation.

Accreditation Standard 4.2: Faculty

B4.2.1 The baccalaureate social work program identifies no fewer than two full-time faculty, with
a full-time appointment in social work, whose principal assignment is to the baccalaureate
program. Inclusive of all program options, the majority of the full-time social work
program faculty whose principal assignment is to the baccalaureate program have a
master’s degree in social work from a CSWE-accredited program.

a. The program submits Form AS 4.2.1.

b. The program submits a Faculty Data Form for each full- and part-time baccalaureate
social work program faculty member.

c. The program identifies the total number of full-time faculty whose principal assignment
is to the baccalaureate program. Of those faculty, the program identifies the number
that have a master’s degree in social work from a CSWE-accredited program.

d. The program includes faculty for all program options.

M4.2.1 The master’s social work program identifies no fewer than four full-time faculty with
a full-time appointment in social work, whose principal assignment is to the master’s
program. Inclusive of all program options, the majority of the full-time social work
program faculty whose principal assignment is to the master’s program have both a
master’s degree in social work from a CSWE-accredited program and a doctoral degree,
preferably in social work.

a. The program submits Form AS 4.2.1.

b. The program submits a Faculty Data Form for each full- and part-time master’s social
work program faculty member.

c. The program identifies the total number of full-time faculty whose principal
assignment is to the master’s program. Of those faculty, the program identifies the
number that have a master’s degree in social work from a CSWE-accredited program
and a doctoral degree.

d. The program includes faculty for all program options.

28 2022 Educational Policy and Accreditation Standards

4.2.2 Faculty who teach social work practice courses have a master’s degree in social work from
a CSWE-accredited program and at least two years of post-master’s social work degree
practice experience in social work.

a. The program identifies its social work practice courses.

b. The program identifies the faculty who teach each social work practice course and
affirms that they have the requisite experience and credentials.

c. The program includes faculty and practice courses for all program options.

B4.2.3 Inclusive of all program options, the baccalaureate program has a full-time equivalent
faculty-to-student ratio not greater than 1:25. For programs that do not meet the 1:25
faculty-to-student ratio, the program has evidence to demonstrate achievement of
student competence [AS 5.0.1(b)] and program outcomes (AS 5.0.3).

a. The program provides its full-time equivalent faculty-to-student ratio.

b. The program describes how this ratio is calculated.

c. For programs that do not meet the 1:25 faculty-to-student ratio, the program provides
evidence demonstrating achievement of student competence [AS 5.0.1(b)] and
program outcomes (AS 5.0.3).

d. The program’s calculation is inclusive of all program options.

M4.2.3 Inclusive of all program options, the master’s program has a full-time equivalent faculty-
to-student ratio not greater than 1:12. For programs that do not meet the 1:12 faculty-
to-student ratio, the program has evidence to demonstrate achievement of student
competence [AS 5.0.1(b)] and program outcomes (AS 5.0.3).

a. The program provides its full-time equivalent faculty-to-student ratio.

b. The program describes how this ratio is calculated.

c. For programs that do not meet the 1:12 faculty-to-student ratio, the program provides
evidence demonstrating achievement of student competence [AS 5.0.1(b)] and
program outcomes (AS 5.0.3).

d. The program’s calculation is inclusive of all program options.

Educational Policy 4.3: Administrative and Governance Structure

Social work faculty and administrators, based on their education, knowledge, and skills, are best
suited to make decisions about the delivery of social work education. Faculty and administrators
exercise autonomy in designing an administrative and leadership structure that reflects and affirms
respect for anti-racism, diversity, equity, and inclusion. Faculty develop curriculum and formulate
and implement policies that support the education of culturally competent social workers.

2022 Educational Policy and Accreditation Standards 29

Administrative sufficiency includes distribution of resources across program options and program
levels, and numbers of students enrolled in social work programs and registered in field practicum,
modalities, and locations in order to carry out the program’s mission. In recognition of the
importance of field education as the signature pedagogy, programs implement administrative
structures for the field program that provide adequate and equitable resources, based on the
number of students in field practicum, for systematically designing, supervising, coordinating, and
evaluating the quality of the field education curriculum within all program options.

Accreditation Standard 4.3: Administrative and

Governance Structure
4.3.1 The program has the necessary autonomy to achieve its mission.

a. The program provides an organizational chart of its administrative structure.

b. The program describes how it has the necessary autonomy to achieve its mission.

c. The program addresses all program options.

4.3.2 The social work faculty has responsibility for defining program curriculum consistent with
the Educational Policy and Accreditation Standards (EPAS).

a. The program describes how the social work faculty has responsibility for defining
program curriculum consistent with the EPAS.

b. The program addresses all program options.

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

a. The program describes how the administration and faculty participate in formulating
and implementing equitable and inclusive policies and/or practices for the:

i. recruitment and hiring of program personnel;

ii. retention of program personnel;

iii. promotion of program personnel; and

iv. tenure of program personnel (if applicable).

b. The program addresses all program options.

4.3.4(a) The program has a program director2 who administers all program options. The program
director has a full-time appointment to social work, with a principal assignment to the

2 It is within the program's purview to determine the title that aligns with institutional norms for this position. This applies to all references
to "program director."

30 2022 Educational Policy and Accreditation Standards

 program they administer. Institutions with accredited baccalaureate and master’s social
work programs have a separate director appointed for each program.

a. The program identifies the program director who administers all program options.

b. The program provides documentation that the program director has a full-time
appointment to social work, with a principal assignment to the program they administer.

c. Institutions with accredited baccalaureate and master’s programs identify the separate
directors appointed to each program.

B4.3.4(b) The baccalaureate program director has a master’s degree in social work from a CSWE-
accredited program. The program director has the ability to provide leadership through
teaching, scholarship, curriculum development, administrative experience, and/or other
academic and professional activities in social work.

a. The program attests that the program director has a master’s degree in social work
from a CSWE-accredited program.

b. The program describes the program director’s ability to provide leadership to the social
work program.

M4.3.4(b) The master’s program director has a master’s degree in social work from a CSWE-
accredited program. In addition, it is preferred that the master’s program director have
a doctoral degree, preferably in social work. The program director has the ability to
provide leadership through teaching, scholarship, curriculum development, administrative
experience, and/or other academic and professional activities in social work.

a. The program attests that the program director has a master’s degree in social work
from a CSWE-accredited program.

b. The program describes the program director’s ability to provide leadership to the social
work program.

B4.3.4(c) The baccalaureate program director has sufficient assigned time for administrative
oversight of the social work program, inclusive of all program options. It is customary for
the program director to have, at minimum, 25% assigned time to administer the social
work program.

a. The program provides the program director’s workload.

b. The program describes the procedures for calculating the program director’s assigned
time to administer the baccalaureate social work program.

c. The program provides the program director’s percentage of assigned time to administer
the baccalaureate social work program.

d. The program describes whether this time is sufficient to administer the social work
program, inclusive of all program options.

2022 Educational Policy and Accreditation Standards 31

M4.3.4(c) The master’s program director has sufficient assigned time for administrative oversight of
the social work program, inclusive of all program options. It is customary for the program
director to have, at minimum, 50% assigned time to administer the social work program.

a. The program provides the program director’s workload.

b. The program describes the procedures for calculating the program director’s assigned
time to administer the master’s social work program.

c. The program provides the program director’s percentage of assigned time to administer
the master’s social work program.

d. The program describes whether this time is sufficient to administer the social work
program, inclusive of all program options.

4.3.5(a) The program has a field education director3 who administers all program options. The field
education director has a full-time appointment to social work. Institutions with accredited
baccalaureate and master’s social work programs may have the same field education
director appointed to both programs.

a. The program identifies the field education director, who administers all program options.

b. The program provides documentation that the field education director has a full-time
appointment to social work.

c. Institutions with both accredited baccalaureate and master’s social work programs
identify the field education director for each program.

B4.3.5(b) The baccalaureate field education director has a master’s degree in social work from
a CSWE-accredited program and at least two years of post-baccalaureate social work
degree or post-master’s social work degree practice experience in social work. The field
education director has the ability to provide leadership to the field education program
through practice experience, field instruction experience, and administrative and/or other
relevant academic and professional activities in social work.

a. The program attests that the field education director has a master’s degree in social work
from a CSWE-accredited program and at least two years of post-baccalaureate social
work degree or post-master’s social work degree practice experience in social work.

b. The program describes the field director’s ability to provide leadership to the field
education program.

3 It is within the program's purview to determine the title that aligns with institutional norms for this position. This applies to this and to all
future references to "field education director."

32 2022 Educational Policy and Accreditation Standards

M4.3.5(b) The master’s field education director has a master’s degree in social work from a CSWE-
accredited program and at least two years of post-master’s social work degree practice
experience in social work. The field education director has the ability to provide leadership
to the field education program through practice experience, field instruction experience,
and/or administrative or other relevant academic and professional activities in social work.

a. The program attests that the field education director has a master’s degree in social
work from a CSWE-accredited program and at least two years of post-master’s social
work degree practice experience in social work.

b. The program describes the field director’s ability to provide leadership to the field
education program.

B4.3.5(c) The baccalaureate field education director has sufficient assigned time for administrative
oversight of the field education program, inclusive of all program options. It is customary
for the field education director to have, at minimum, 25% assigned time to administer the
field education program.

a. The program provides the field education director’s workload.

b. The program describes the procedures for calculating the field education director’s
assigned time to administer the field education program.

c. The program provides the field education director’s percentage of assigned time to
administer the field education program.

d. The program describes whether this time is sufficient to administer the field education
program, inclusive of all program options.

M4.3.5(c) The master’s field director has sufficient assigned time for administrative oversight of
the field education program, inclusive of all program options. It is customary for the
field education director to have, at minimum, 50% assigned time to administer the field
education program.

a. The program provides the field education director’s workload.

b. The program describes the procedures for calculating the field education director’s
assigned time to administer the field education program.
c. The program provides the field education director’s percentage of assigned time to
administer the field education program.

d. The program describes whether this time is sufficient to administer the field education
program, inclusive of all program options.

2022 Educational Policy and Accreditation Standards 33

4.3.6 The program has sufficient personnel and technological support to administer the field
education program.

a. The program provides an organizational chart for the administration for field education.

b. The program describes whether its resources are sufficient to administer field
education, including:

i. personnel, and

ii. technological support.

c. The program addresses all program options.

Educational Policy 4.4: Resources

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

Accreditation Standard 4.4: Resources

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

a. The program describes the process for budget development and administration it
uses to:

i. achieve its mission, and

ii. continuously improve the program.

b. The program submits a program-level Form AS 4.4.1 for the baccalaureate or master’s
social work program.

c. The program describes whether its financial resources are sufficient to achieve its
mission and continuously improve the program.

d. The program addresses all program options.

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

a. The program describes its support staff or other personnel structure.

b. The program describes whether its support staff is sufficient to carry out its educational
activities and achieve its mission.

c. The program addresses all program options.

34 2022 Educational Policy and Accreditation Standards

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

a. The program submits Form AS 4.4.3 to demonstrate access to social work and other
informational and educational resources.

b. The program describes whether its library resources are sufficient to achieve its mission.

c. The program addresses all program options.

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

a. The program describes its:

i. technological access;

ii. technology support; and

iii. office and classroom space (if applicable).

b. The program describes whether these resources are sufficient to achieve its mission.

c. The program addresses all program options.

4.4.5 The program has sufficient resources and supports, including supportive technology,
student services, and if applicable, physical space, that reduce barriers while optimizing
accessibility and equity for all its students.

a. The program describes its resources and supports that reduce barriers while optimizing
accessibility and equity for all its students, including:

i. supportive technology,

ii. student services, and

iii. physical spaces (if applicable).

b. The program describes whether its resources and supports are sufficient in reducing
barriers and optimizing accessibility and equity for all students.

c. The program addresses all program options.

2022 Educational Policy and Accreditation Standards 35

Assessment

Educational Policy 5.0: Assessment

Assessment is an integral component of competency-based education and continuous
programmatic improvement. Assessment involves the systematic gathering of data that serve
as evidence of student learning outcomes; anti-racism, diversity, equity, and inclusion (ADEI);
and program outcomes through demonstration of the nine social work competencies at both the
generalist and specialized levels of practice. Assessment reflects the intentional and continuous
improvement that is anchored in competency-based research, student learning outcomes, student
learning experience feedback, professional practice community, and higher education practices.

Assessment of student learning outcomes is best done while students are engaged in practice tasks
or activities that approximate social work practice as closely as possible. Practice often requires
the demonstration of multiple competencies simultaneously; therefore, assessment of those
competencies is optimally carried out at the same time.

Programs assess students’ demonstration of the nine social work competencies through the use of
multiple and effective assessment methods. Effective assessment incorporates internal and external
input relevant to the knowledge, values, skills, and cognitive and affective processes that students
have developed and demonstrated and uses recognized methods of evaluating explicit and implicit
criteria. Field education curriculum data are included in the overall data collection methods that will
help programs make decisions about the delivery of social work education.

Assessment also involves gathering data about the implicit curriculum, with a particular focus on the
program’s efforts to foster ADEI in the student learning environment. Data from ADEI assessment
continuously inform and promote change in the explicit curriculum and the implicit curriculum to
enhance attainment of nine social work competencies.

Program outcomes are assessed as evidenced by the program’s graduation rates and at least
one additional outcome. Data related to program outcomes are used to foster ongoing program
evaluation, informing decision making for continuous program improvement.

Assessment information is used to guide student learning, assess student outcomes, assess and
improve effectiveness of the curriculum and program overall, and strengthen the assessment
methods used. Program assessment methods and data are transparent and publicly available. Data
are recent and presented clearly for stakeholders to make informed decisions about the program.

Accreditation Standard 5.0: Assessment

5.0.1(a) The program has a systematic plan for ongoing assessment of student achievement
of the nine social work competencies (and any additional competencies added by the
program) of generalist practice for baccalaureate social work programs and of generalist
and specialized practice for master’s social work programs. The program assesses each

36 2022 Educational Policy and Accreditation Standards

 competency, using at least two instruments, at least one of which is based in real or
simulated demonstration of student achievement in field education. The instruments,
the expected level of achievement for each instrument, and the expected level of
achievement for each competency are determined by the program. Student competence
must be assessed by program faculty or field personnel.

a. The program submits Form AS 5.0.1(a).

b. The plan includes:

i. a description of at least two instruments that assess each competency (and any
additional competencies added by the program). At least one of the assessment
instruments is based in real or simulated demonstration of student achievement in
field education;

ii. how each instrument is implemented;

iii. when each competency is assessed;

iv. by whom each competency is assessed;

v. an explanation of the expected level of student achievement, including:

• the expected level of achievement of each competency and for each instrument;

• how the program calculates student achievement for each instrument; and

• how the program calculates student achievement for each competency, including
all instruments used.

vi. copies of all instruments used to assess the nine social work competencies (and any
additional competencies added by the program), including assignment descriptions,
scoring rubrics, and other relevant materials.

c. The program addresses all program options.

5.0.1(b) The program has a method of analyzing outcomes for the nine social work competencies
(and any additional competencies added by the program) in its assessment plan.

a. The program submits Form AS 5.0.1(b) to provide its most recent year of outcomes
from its assessment plan submitted in Accreditation Standard 5.0.1(a).

b. The program provides the calculations for the nine social work competencies (and any
additional competencies added by the program), including all instruments.

c. The program provides its outcomes in relation to its expected level of student
achievement for each competency.

d. The program provides outcomes for each program option and in aggregate.

2022 Educational Policy and Accreditation Standards 37

5.0.1(c) The program has a process to formally review its assessment plan and outcomes related
to student achievement of the nine social work competencies (and any additional
competencies added by the program). The program makes specific changes to its explicit
curriculum based on its outcomes, with clear links to data.

a. The program describes the process used to formally review its assessment plan and
outcomes related to student achievement of the nine social work competencies (and
any additional competencies added by the program).

b. The program describes specific changes made to its explicit curriculum based on its
most recent assessment outcomes, presented in Accreditation Standard 5.0.1(b), with
clear links to the data.

c. The program addresses all program options.

5.0.1(d) The program posts its assessment plan and summary outcomes publicly on its webpage
using Form AS 5.0.1(d). The findings are updated every two years, at minimum.

a. The program submits Form AS B5.0.1(d) or Form AS M5.0.1(d) to report its assessment
plan and most recent assessment summary outcomes.

b. The program provides a hyperlink to the program’s webpage where the assessment
plan and summary outcomes are publicly displayed.

c. The program provides outcomes for each program option and in aggregate.

5.0.2(a) The program has a systematic plan to assess anti-racism, diversity, equity, and inclusion
(ADEI) efforts within the program’s implicit curriculum.

a. The program identifies at least one of its ADEI efforts related to the implicit curriculum
as reported in Accreditation Standard 2.0.2.

b. The program explains its assessment plan for the identified ADEI effort(s), including
stakeholders involved.

c. The program explains its data collection procedures.

d. The program provides copies of all instruments used to assess ADEI efforts.

e. The program addresses all program options.

5.0.2(b) The program has a process to formally review its ADEI assessment plan and outcomes.
The program makes specific changes to its implicit curriculum based on its outcomes, with
clear links to data.

a. The program presents its ADEI assessment outcomes from the most recent year.

b. The program describes the processes used to formally review its ADEI assessment plan
as presented in Accreditation Standard 5.0.2(a).

38 2022 Educational Policy and Accreditation Standards

 c. The program describes the processes used to formally review its ADEI assessment
outcomes.

d. The program describes specific changes made to the implicit curriculum based on its
most recent assessment outcomes, presented in Accreditation Standard 5.0.2(a), with
clear links to the data.

e. The program addresses all program options.

5.0.3 The program monitors its program outcomes through graduation rates and at least one
additional outcome (i.e., employment rates, higher education acceptance rates, time to
program completion). The annual collection period and benchmarks for graduation rates
and the chosen outcome(s) are determined by the program.

a. The program submits Form AS 5.0.3.

b. The program identifies the program outcome(s) it monitors.

c. The program provides the program-determined benchmark for its graduation rates and
identified program outcome(s).

d. The program provides the benchmark rationale for its graduation rates and identified
program outcome(s).

e. The program explains how it calculates its graduation rates and identified program
outcome(s).

f. The program provides a minimum of the three most recent years of available graduation
rates and identified program outcome(s) and presents the data.

g. Data are reported for each program option and in aggregate, including all program
options.

h. The program explains how these data are used for continuous program improvement
and decision making for improving graduation rates and identified program outcome(s).

2022 Educational Policy and Accreditation Standards 39

COUNCIL ON SOCIAL WORK EDUCATION
333 John Carlyle Street, Suite 400
Alexandria, VA 22314
cswe.org