Utah State UniversitySocial Work DepartmentMSW Program and FieldEducation Manual2022/2023MSW LEADERSHIP TEAM
2Jessica Lucero, MSW, Ph.D.Social Work Department HeadSusan Egbert, MSW, LCSW, Ph.D.MSW Program DirectorJ.C. Sheen, MSW, Ph.D.MSW Logan Program CoordinatorC.J. Sorenson, MSW, LCSWSocial Work Field Education DirectorBecky Montoya, MSW, CSWSocial Work Graduate Program CoordinatorDepartment of Social WorkUtah State University, 0730 Old Main (Main 239)Logan, UT 84322-0730Office: (435) 797-1286Fax: (435) 797-1240Web site: http://socialwork.usu.eduLAND ACKNOWLEDGEMENT STATEMENTAs a land-grant institution, Utah State University in Logan and all in-state Campuses and Centersreside on the territories of the eight tribes of Utah, who have been living, working, and residing onthis land from time immemorial. These tribes are the Confederated Tribes of the Goshute Indians,Navajo Nation, Ute Indian Tribe, Northwestern Band of Shoshone, Paiute Indian Tribe of Utah, SanJuan Southern Paiute, Skull Valley Band of Goshute, and White Mesa Band of the Ute MountainUte. We acknowledge the historical context behind a painful history of genocide, forced removaland dispossession of tribal peoples’ lands on which USU exists. We acknowledge these land onwhich we gather carry the stories of these Nations and their struggles for survival and identity. Werecognize Elders past and present as peoples who have cared for, and continue to care for, theland. In offering this land acknowledgment, we affirm Indigenous sovereignty, history,experiences, and resiliency of the Native people who are still here today.This handbook is a guide for USU MSW students, faculty, and community partners. This is not a contract anddoes not supersede University regulations. The information in this handbook is subject to change.
3Table of ContentsMSW Program OverviewSocial Work Administration & Land Acknowledgement Statement . 2Table of Contents . 3Letter from Social Work Department Head . 5Social Work Program Faculty . 6Program Context: University and Program Mission & Goals . 10CSWE Educational Policy and Accreditation Standards . 10CSWE Core Competencies and Foundation Practice Behaviors . 11Advanced Generalist Perspective . 12Advanced Generalist Practice Behaviors . 13Program Philosophical Underpinnings . 13Curriculum & Course Descriptions . 14MSW Full-Time Program Sequence & Course Descriptions . 15MSW Part-Time Program Sequence & Course Descriptions . 16Elective Course Descriptions . 18Student Organizations . 19University Policies & ResourcesSchool of Graduate Studies Course Credit Requirements . 20Transfer Credits & Grades . 21USU & General Program Policies . 22USU Policy Number 303 on Affirmation Action/Equal Opportunity . 22Non-discrimination & Sexual Harassment Policy . 22Classroom Accommodations for Students with Disabilities . 22Student Standards . 23Rights& Responsibilities of Students . 23Academic Integrity & Honor Code . 23Grievance Process . 24Withdrawal or Leave of Absence. 24Notice of Non-Discrimination . 25Students of Concern . 25Mental Health & Stress Management . 26University Resources . 26MSW Program PoliciesAdmissions & Financing . 27Advising Policy. 28Policies for Resolving Academic & Professional Behavior Concerns . 29Disciplinary Process for Academic & Professional Misconduct . 29Student Review Committee . 30Social Media & Communication Guidelines . 31Field Education PoliciesCriteria for Selection of Field Practicum Agencies . 33Employment-Based Placement Policy . 34
4Background Checks & Other Screenings . 34Field Placement Roles & Responsibilities . 35Responsibilities of Community Advisory Board . 35Expectations of the School . 36Selecting Practicum Agencies . 36Assigning Students to Field Education Agency Placements . 37Expectations of the Field Agency . 38Selecting Field Instructors & Expectations . 39Expectations of the Student . 40Confidentiality . 41Student Safety . 41Safety & Security Procedures . 42Personal Safety Risk Management Strategies . 43Field Education Operating Policies. 45Monitoring & Evaluation of Field Education . 45Field Education Monitoring Process . 45Evaluation of Student Performance . 45Changes in Field Education Placement . 46Identification & Resolution of Field Difficulties . 46Probation & Dismissal Policies . 48Field Education ResourcesRoles & Definitions . 49Required Field Education Hours . 50List of Field Agencies . 51MSW Foundation Learning Contract . 52MSW Advanced Learning Contract . 72References
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6Social Work Program FacultyJoslin Batty, LCSWClinical Assistant ProfessorUintah Basin CampusBSW/MSW Practicum Coordinatorjoslin.batty@usu.eduMSW, Utah State UniversityAreas of Interest: Neurologic developmentand sequencing of applied treatment;pediatric treatment; intimate partnerviolence offender treatment; traumainformed parenting; child welfare; genderissues; social political issuesSharla (Charlie) Bayles, LCSWClinical Assistant ProfessorBlanding CampusBSW Practicum Coordinatorsharla.bayles@usu.eduMSW, Utah State UniversityAreas of Interest: Native American culture,neuropsychology/neurobiology of traumaand attachment, trauma informedparenting, foster care, adoption,strengthening families, ASWB NationalExam preparation.Shannon Browne, MSW, J.D.Clinical Associate ProfessorLogan CampusShannon.browne@usu.eduMSW, Columbia UniversityJ.D., Ohio State UniversityAreas of Interest: Clinical practice withindividuals and groups, child welfare,forensic child welfare, and social workethics.M. Diane Calloway-Graham, MSW,Ph.D. Professor EmeritaLogan CampusDiane.calloway-graham@usu.eduMSW, University of UtahPh.D., University of UtahAreas of Interest: Gender, social worktheory, social policy, student development,child welfare, and teaching innovations.Sean Camp, MSW, LCSWClinical Associate ProfessorTooele CampusSean.camp@usu.eduMSW, University of GeorgiaAreas of Interest: Child sexual abuse,adolescent sex offenders, child welfare,foster care/adoption, and gay and lesbianparenting.Moises Diaz, MSW, CSWClinical Associate Professor, AssistantPracticum DirectorLogan CampusMoises.diaz@usu.eduMSW, Eastern Washington UniversityAreas of Interest: Social work ineducational settings, cultural issues, andself-care.Brian Droubay, MSW, LCSW, Ph.D.Assistant ProfessorBrigham City CampusBrian.droubay@usu.eduMSW, University of UtahPh.D., University of UtahAreas of Interest: Sexuality,religion/spirituality, moral emotions, socialconstruction of addiction, clinical practice,evidence-based practice, quantitativeresearch.
7Susan Cutler Egbert, Ph.D., LCSWClinical Professor, Kaysville CenterMSW Program Directorsusan.egbert@usu.eduMSW, Portland State UniversityPh.D., University of UtahAreas of Interest: Improving the welfare ofchildren, research and systems change,program evaluation, and clinical socialwork with foster and adoptive families.Distance education pedagogy.Jenifer Evers, MSW, LCSWStatewide BSW Program CoordinatorClinical Associate Professor,Moab CampusJenifer.evers@usu.eduMSW, University of MontanaAreas of Interest: School social work, griefand loss, clinical practice, macro practice,attachment issues, adolescents, intimatepartner violence, sex and gender issues,and secondary traumatic stress.Nate Hadley, MSW, LCSW, MBA, Ph.DClinical Assistant ProfessorKaysville CampusNathan.hadley@usu.eduMSW, University of UtahPh.D. University of UtahAreas of Interest: Clinical practice withindividuals, couples, families; diagnosis andassessment; psychopharmacology;medical social work; and social work withLatino communities.Raini Heap, MSW, LCSWClinical Assistant ProfessorTooele CampusRaini.heap@usu.eduMSW, Utah State UniversityAreas of Interest: Clinical social work,trauma, family therapy, women’sempowerment, complexities of faithcrisis/transition.Vonda Jump, Ph.D.Associate ProfessorBrigham City CampusVonda.jump@usu.eduPh.D. Utah State UniversityAreas of Interest: Early parent-childrelationships, vulnerable families, andtrauma.Jess Lucero, MSW, Ph.D.Social Work Department HeadAssociate ProfessorLogan CampusJessica.lucero@usu.eduMSW, University of WyomingPh.D., Wayne State UniversityAreas of Interest: Neighborhood effects,communities, marriage and fertility, at-riskyouth and families, childhood exposure toviolence, family violence, teen violence,and advanced quantitative researchmethods.
8Cris Meier, MSW, MPH, Ph.D.Assistant Professor, ExtensionCommunity Resource and EconomicDevelopment SpecialistLogan CampusCris.meier@usu.eduMSW, University of IowaPh.D., University of IowaAreas of Interest: Program evaluation,community health, community basedparticipatory approaches, sexualhealth/education, food environments,neighborhood effects, spatial methods,and mixed methods research.Terry Peak, MSW, Ph.D.ProfessorLogan CampusTerry.peak@usu.eduMSW, SUNY AlbanyPh.D., SUNY AlbanyAreas of Interest: Aging, LGBTQ issues,health policy, men’s health issues, and endof life care.J.C. Sheen, MSW, Ph.D.Assistant ProfessorMSW DirectorLogan CampusJeff.sheen@usu.eduMSW, University of UtahPh.D., Utah State UniversityAreas of Interest: Advanced generalistpractice, program evaluation, policy,research, disabilities, LGBTQ /genderidentity issues, and social work education.C.J. Sorenson, MSW, LCSWClinical Associate Professor,Practicum DirectorLogan CampusCarl.sorenson@usu.eduMSW, Brigham Young UniversityJeff Spears, Ph.D.Assistant ProfessorPrice CampusJeff.spears@usu.eduPh.D., University of UtahJulie Stevens, MSW, LCSWClinical Assistant ProfessorSouthwest CentersJulie.stevens@usu.eduMSW, University of UtahAreas of Interest: Clinical practice, sexualcompulsivity, trauma, substance abuseand addiction, sex offender treatment,and crisis intervention.Areas of Interest: Gerontology; opioidresearch; ART therapy; faculty mentorship;blockchain technologyAreas of Interest: Clinical practice; mentalhealth with children and teens; crisisintervention
9Jan Thornton, MSW, LCSWClinical Associate ProfessorPrice CampusJan.thornton@usu.eduMSW, University of UtahAreas of Interest: Complex trauma, childwelfare, juvenile justice, clinical practice,and crisis intervention.Derrik Tollefson, MSW, LCSW, Ph.D.Professor, Director of I-SystemInstitute for Transdisciplinary StudiesLogan CampusDerrik.tollefson@usu.eduMSW, University of DenverPh.D., University of UtahAreas of Interest: Child welfare, familyviolence, troubled youth, clinical practice,and program evaluation.Dorothy Wallis, MSW, LMSWInstructorLogan CampusDorothy.wallis@usu.eduMSW, Columbia UniversityAreas of Interest: Substance abuse andaddiction, improving access to treatment,and prevention science.Jayme Walters, MSW, Ph.D.Assistant Professor, BSW ProgramDirector, Director of TransformingCommunities InstituteLogan CampusJayme.walters@usu.eduMSW, University of GeorgiaPh.D., University of TennesseeAreas of Interest: Community-engagedresearch; rural communities; nonprofitorganizational capacity andmanagement; fundraising andphilanthropy; social work leadership; macrosocial work education and practice; andwell-being of social workers.Kevin G. Webb, MSW, LCSWProfessional Practice AssistantProfessor, Associate Director of ISystem Institute, AssociateDirector of Title IV-ELogan CampusKevin.g.webb@usu.eduMSW, University of UtahAreas of Interest: Child welfare; familyviolence; clinical practice with families;parents and children; play therapy;sandplay therapy; trauma treatment;substance abuse and addiction; MindBody Bridging Therapy and other I-SystemModel applications
10Program ContextUtah State University MissionThe mission of Utah State University is to be one of the nation’s premier student-centered landgrant and space-grant universities by fostering the principle that academics come first, bycultivating diversity of thought and culture, and by serving the public through learning, discoveryand engagement.USU Social Work MissionThe social work program’s guiding educational philosophy is based on two broad traditions:generalist social work practice and the land-grant university heritage. The social work programprovides a learning environment for those who seek to acquire knowledge and skills to bringabout meaningful social change in individuals, groups, communities, and society. The programprovides grounding in generalist and advanced generalist social work knowledge, values, andskills such as critical thinking, clarification of personal values, awareness of diversity, professionaluse of self, and communication and interpersonal relationship skills. The program mission is toprepare social workers for advanced generalist practice in a diverse society and to equipstudents with the knowledge and skills essential to enhance the quality of life for all persons.The Social Work program at USU recognizes the historic importance of social welfare in rebalancing the country’s economic and social structure. The program is committed to theresolution of contemporary human social problems, such as poverty, racism, discrimination, andeconomic injustice. The program seeks to instill in its graduates a deep commitment to theprofession’s traditional concerns with social justice and social welfare.Social Work Program GoalsThere are two fundamental goals that guide the USU Social Work Program. They are:1.2.To prepare students for employment as advanced generalist social workers througheducation in a professional foundation and advanced curriculum.To prepare leaders for responsible citizenship, a commitment to respect for all people,and the quest for social and economic justice, as informed by their application ofadvanced generalist social work knowledge, values, and skillsCSWE Educational Policy and Accreditation StandardsThe USU Social Work program seeks to accomplish its mission and achieve its goals throughcoursework and field experiences that facilitated the development of professionalcompetencies. Competency-based education is an outcome performance approach tocurriculum design. Competencies are measurable practice behaviors that are comprisedof social work knowledge, values, and skills. The goal of the outcome approach is forstudents and graduates to demonstrate the integration and application of thecompetencies in practice with individuals, families, groups, organizations, andcommunities. These standards are set by the Council on Social Work Education (CSWE)Educational Policy and Educational Standards (2015).The following table delineates the core competencies and associated practice behaviors for thefoundation generalist curriculum:
11CSWE Core Competencies and Foundation Generalist Practice Behaviors1: Demonstrate Ethical and Professional Behavior1. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevantlaws and regulations, models for ethical decision-making, ethical conduct of research,and additional codes of ethics as appropriate to context;2. Use reflection and self-regulation to manage personal values and maintainprofessionalism in practice situations; Demonstrate professional demeanor in behavior,appearance, and oral, written, and electronic communication;3. Use technology ethically and appropriately to facilitate practice outcomes; and Usesupervision and consultation to guide professional judgment and behavior.2: Engage Diversity and Difference in Practice1. Apply and communicate understanding of the importance of diversity and difference inshaping life experiences in practice at the micro, mezzo, and macro levels;2. Present themselves as learners and engage clients and constituencies as experts of theirown experiences;3. Apply self-awareness and self-regulation to manage the influence of personal biases andvalues in working with diverse clients and constituencies.3: Advance Human Rights and Social, Economic, and Environmental Factors1. Apply their understanding of social, economic, and environmental justice to advocatefor human rights at the individual and system levels2. Engage in practices that advance social, economic, and environmental justice.4: Engage in Practice-Informed Research and Research-Informed Practice1. Use practice experience and theory to inform scientific inquiry and research; applycritical thinking to engage in analysis of quantitative and qualitative research methodsand research findings;2. Use and translate research evidence to inform and improve practice, policy, and servicedelivery.5: Engage in Policy Practice1. Identify social policy at the local, state, and federal level that impacts well-being, servicedelivery, and access to social services;2. Assess how social welfare and economic policies impact the delivery of and access tosocial services;3. Apply critical thinking to analyze, formulate, and advocate for policies that advancehuman rights and social, economic, and environmental justice.6: Engage with Individuals, Families, Groups, Organizations, and Communities1. Apply knowledge of human behavior and the social environment, person-in-environment,and other multidisciplinary theoretical frameworks to engage with clients andconstituencies2. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients andconstituencies.
127: Assess Individuals, Families, Groups, Organizations, and Communities1. Collect and organize data, and apply critical thinking to interpret information from clientsand constituencies;2. Apply knowledge of human behavior and the social environment, person-in-environment,and other multidisciplinary theoretical frameworks in the analysis of assessment data fromclients and constituencies;3. Develop mutually agreed-on intervention goals and objectives based on the criticalassessment of strengths, needs, and challenges within clients and constituencies4. Select appropriate intervention strategies based on the assessment, research knowledge,and values and preferences of clients and constituencies.8: Intervene with Individuals, Families, Groups, Organizations, and Communities1. Critically choose and implement interventions to achieve practice goals and enhancecapacities of clients and constituencies;2. Apply knowledge of human behavior and the social environment, person-in-environment,and other multidisciplinary theoretical frameworks in interventions with clients andconstituencies;3. Use inter-professional collaboration as appropriate to achieve beneficial practiceoutcomes;4. Negotiate, mediate, and advocate with and on behalf of diverse clients andconstituencies;5. Facilitate effective transitions and endings that advance mutually agreed-on goals.9: Evaluate Practice with Individuals, Families, Groups, Organizations, & Communities1. Select and use appropriate methods for evaluation of outcomes;2. Apply knowledge of human behavior and the social environment, person-in-environment,and other multidisciplinary theoretical frameworks in the evaluation of outcomes;3. Critically analyze, monitor, and evaluate intervention and program processes andoutcomes;4. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, andmacro levels.Advanced Generalist PerspectiveThe USU Social Work program is built on an Advanced Generalist philosophy and framework. Theprogram instills in students the knowledge and skills essential for promoting social welfare,especially among vulnerable populations. The advanced generalist model:Fits well with Utah State University’s land-grant heritage and mission that mandates providingeducational access to diverse state-wide communities. Meets the needs of Utah’s rural communities where the need for trained social workers isparticularly critical, but access to social work programs is severely limited; Is best-suited for rural practice (Campbell & Shepard, 1990; Davenport & Davenport, 1995,Gibbs et al., 1990). Has been found to be effective in other settings as well (Vecchiolla et al., 2011; Gibbs et al.,1990).The following table delineates the core competencies and associated practice behaviors for theadvanced generalist concentration curriculum:
13CSWE Core Competencies and Advanced Generalist Concentration Practice Behaviors1: Demonstrate Ethical and Professional Behavior Demonstrate a clear commitment to ethical practice, professional use of self, selfimprovement and self-care commensurate with advanced practice at all levels.Articulate a personal conceptual framework of practice to integrate and differentiallyapply theories to guide practice at all levels.2: Engage Diversity and Difference in Practice Work competently with diverse populations using culturally relevant, strengths-based andempowering methods, programs, policies and services.3: Advance Human Rights and Social, Economic, and Environmental Factors Demonstrate commitment to social, economic, and environmental justice throughleadership within agencies, communities, and state, national and international forums.4: Engage in Practice-Informed Research and Research-Informed Practice Utilize critical thinking to monitor and evaluate interventions at all levels of practicethrough the application of research and practice/program evaluation knowledge andskills.5: Engage in Policy Practice Use policy as a leadership and practice method for effecting change at all levels ofpractice.6: Engage with Individuals, Families, Groups, Organizations, and Communities Engage client systems autonomously through a well-developed, professional use of self aswell as application of integrated theoretical knowledge and skills.7: Assess Individuals, Families, Groups, Organizations, and Communities Assess client systems autonomously through a well-developed, professional use of self aswell as application of integrated theoretical knowledge and skills.8: Intervene with Individuals, Families, Groups, Organizations, and Communities Intervene with, and on behalf of, client systems autonomously through a well-developed,professional use of self as well as application of integrated theoretical knowledge andskills.9: Evaluate Practice with Individuals, Families, Groups, Organizations, & Communities Monitor and evaluate interventions at all levels of practice through the autonomousapplication of research and program evaluation knowledge and skills.Program Philosophical UnderpinningsThe MSW curriculum rests on tripartite underpinnings, the strengths perspective, theempowerment approach, and a social justice philosophy, which are tied to our program’smission, goals, and objectives. Accordingly, these themes are integrated into and emphasizedthroughout the curriculum.
14Strengths Perspective: The strengths perspective is consistent with social work’s core values ofhuman worth and dignity, self-determination, and social justice.Practicing from a strengths orientation means this – everything you do as a socialworker will be predicated, in some way, on helping to discover and embellish,explore and exploit client’s strengths and resources in the service of assisting themto achieve their goals, realize their dreams, and shed the irons of their owninhibitions, misgivings, and society’s domination (Saleeby, 2006, p.1).Empowerment Approach: Our conception of the empowerment approach to social workpractice is consistent with that of Briggs and Corcoran (2001) who assert:Empowerment is an outcome of the process of sharing power. In a shared-powerrelationship, whether between the social worker and client, supervisor and socialworker, or among community members, there is a recognition that everyone hassomething of value (abilities, gifts) — his or her own power — to contribute tocollective outcomes and a responsibility to do so (p.18).Empowerment-based practice helps clients counter the powerlessness they may experience dueto membership in stigmatized groups, negative environmental interactions, negative self-view,economic insecurity, lack of political involvement and/or influence, inadequate access toinformation, and learned helplessness This is accomplished by assisting clients to claim or reclaimtheir personal, interpersonal, and sociopolitical power (Parsons, 2008).Social Justice Philosophy: Social justice is the perspective through which social workersunderstand the connection between personal struggles and structural arrangements of society; itcan also be thought of as a goal for an equitable, sustainable society (Fisher & Karger, 1997, ascited in Finn & Jacobson, 2008). From the universalist perspective, “social justice encompassesmeeting basic human needs, equitable distribution of resources, and recognition of theinalienable rights of all persons, without discrimination” (Van Soest & Garcia, 2003, p. 45, as citedin Finn & Jacobson, 2008). We agree with MacDonald (2006) that a social justice philosophy ororientation towards social work practice provides social workers with moral and political clarity aswell as a sense of legitimacy regarding their work.MSW Program CurriculumThe MSW curriculum consists of course and field work designed to prepare students for advancedgeneralist practice with systems of all sizes with particular emphasis on advanced direct practicewith individuals, families and groups. The curriculum is grounded in the liberal arts and integratescontent on professional values and ethics, diversity, populations-at-risk and social and economicjustice. Also included are the professional foundation areas of human behavior and the socialenvironment, social welfare policy and services, social work practice, social work research, andfield education.The traditional program curriculum includes a 450-hour supervised foundation field experienceand a 500-hour supervised advanced field experience both of which are inclusive of a 24-hourintegrative field seminar. The advanced standing program includes a 500-hour supervisedadvanced field experience, inclusive of a 24-hour integrative field practicum seminar.All courses, apart from certain electives, are open only to MSW students. Students are notpermitted to take required advanced courses until they have successfully completed allfoundation courses.The curriculum is offered on both a full-time and part-time basis. The Advanced Stand
Susan Egbert, MSW, LCSW, Ph.D. MSW Program Director J.C. Sheen, MSW, Ph.D. MSW Logan Program Coordinator C.J. Sorenson, MSW, LCSW Social Work Field Education Director Becky Montoya, MSW, CSW Social Work Graduate Program Coordinator Department of Social Work Utah State University, 0730 Old Main (Main 239) Logan, UT 84322-0730 Office: (435) 797-1286
MSW Course of Study 26 Campus MSW Programs 26 2 Year Foundation MSW Program - Campus 26 1 Year Advanced Standing MSW Program - Campus 27 Distributed Learning (DL) MSW Programs 28 3.5 Year Part Time DL MSW Program 28 2 Year Part Time Advanced Standing DL MSW Program 29 Course Descriptions 31 Independent Studies SW 599 and SW 699 36
MSW Course of Study 20 . Campus MSW Programs 20 . 2 Year Foundation MSW Program - Campus 20 . 1 Year Advanced Standing MSW Program - Campus 21 Distributed Learning (DL) MSW Programs 22 . 3.5 Year Part Time DL MSW Program 22 . 2 Year Part Time Advanced Standing DL MSW Program 23 . Course Descriptions 25 . Independent Studies SW 599 and SW 699 28
www.utahpests.usu.edu Utah Pests News - Summer 2010 - page 2 UTAH PESTS Staff Diane Alston Entomologist diane.alston@usu.edu 435-797-2516 Ryan Davis Arthropod Diagnostician ryan.davis@usu.edu 435-797-2435 Marion Murray IPM Project Leader Editor, Utah Pests News marion.murray@usu.edu 435-797-0776 Cory Vorel USU CAPS Coordinator cory.vorel@usu .
mbagshaw@uw.edu Jennifer Brower, MSW MSW Field Faculty Room 112F 206‐616‐8551 Jjb2@uw.edu Stacey De Fries, MSW MSW Field Faculty Room 112C 206‐221.5017 sdefries@uw.edu Cynthia Dickman, MSW CWTAP Field Faculty Room 111D 206‐897‐1835 cdickman@uw.edu Tom Diehm, MSW, PhD MSW Field Faculty
Taylor Schenk taylor.schenk@usu.edu (435) 797-5171 Assistant Chief Flight Instructors Jon Murdoch jon.murdoch@usu.edu (435) 797-7335 Ashley Martinez (KPUC) ashley.martinez@usu.edu (435) 613-5623 Airport Financial & Student Services Joran Whipple joran.whipple@usu.edu (435) 797-7893
Admission to the MSW Program Criteria for Admission to the MSW Program All MSW students must meet admissions criteria for both the MSW program and WSU's Graduate School. The admissions criteria for the MSW program are as follows: Minimum 2.75 grade-point average over the last 63 hours of graded coursework.
Fran Gomory, MSW Director, MSW Program fgomory@fsu.edu Katrina Boone, MSW Director, Field Education kboone@fsu.edu Rosalyn Deckerhoff, MSW Director, Online Field Education rdeckerhoff@fsu.edu Neil Abell, Ph.D. Professor and Director of International Programs nabell@fsu.edu Dana DeBoer MSW Admissions Coordinator (850) 644-9591 ddeboer2@admin.fsu.edu
High-Level Summary of Business Changes ECB-UNRESTRICTED . Version: 0.7 Page 10 of 19 Date: 22/06/2017 . The advantage of this model is the wide range of flexibility that it offers to cover the different needs of the participants. It allows credit institutions with no direct access to settlement services to manage their minimum reserve obligations with their Central Bank from one Main Cash .