XX

Commission on Accreditation
Commission on Educational Policy

2015
Educational Policy and
Accreditation Standards for Baccalaureate and Master’s Social Work Programs

1 2015 Educational Policy and Accreditation Standards

 Developed by the Council on Social Work Education (CSWE) Commission on Educational Policy and
the CSWE Commission on Accreditation; Educational Policy approved by the CSWE Board of Directors on March 20, 2015;
Accreditation Standards approved by the CSWE Commission on Accreditation on June 11, 2015.

Copyright © 2015 Council on Social Work Education

 contents
Introduction.................................................................. 4 Explicit Curriculum.................................................... 11
Educational Policy 2.0—Generalist Practice.............................11

Purpose: Social Work Practice, Accreditation Standard B2.0—Generalist Practice....................11

Education, and Educational Policy and Accreditation Standard M2.0—Generalist Practice....................11
Accreditation Standards.............................................. 5 Educational Policy M2.1—Specialized Practice........................12

Accreditation Standard M2.1—Specialized Practice..................12

Competency-Based Education....................................... 6
Educational Policy 2.2—Signature Pedagogy:
Field Education.....................................................................12
Social Work Competencies............................................ 7
Competency 1: Demonstrate Ethical Accreditation Standard 2.2—Field Education...........................13
and Professional Behavior.........................................................7

Competency 2: Engage Diversity and Implicit Curriculum..................................................... 14

Difference in Practice..............................................................7 Educational Policy 3.0—Diversity............................................14

Competency 3: Advance Human Rights and Social, Economic, Accreditation Standard 3.0—Diversity.....................................14
and Environmental Justice........................................................7
Educational Policy 3.1—Student Development.........................14
Competency 4: Engage In Practice-informed
Accreditation Standard 3.1—Student Development:
Research and Research-informed Practice.................................8
Admissions; Advisement, Retention, and Termination;
Competency 5: Engage in Policy Practice...................................8 and Student Participation.......................................................14

Competency 6: Engage with Individuals, Families, Admissions...........................................................................14

Groups, Organizations, and Communities...................................8
Advisement, retention, and termination...................................15
Competency 7: Assess Individuals, Families, Groups,
Student participation.............................................................15
Organizations, and Communities...............................................9
Educational Policy 3.2—Faculty.............................................15
Competency 8: Intervene with Individuals, Families, Groups,
Organizations, and Communities...............................................9 Accreditation Standard 3.2—Faculty.......................................15
Competency 9: Evaluate Practice with Individuals, Families, Educational Policy 3.3—Administrative and
Groups, Organizations, and Communities...................................9 Governance Structure.............................................................16

Accreditation Standard 3.3—Administrative Structure..............16

Program Mission and Goals........................................ 10
Educational Policy 1.0—Program Mission and Goals.................10 Educational Policy 3.4—Resources.........................................17

Values.................................................................................... 10 Accreditation Standard 3.4—Resources...................................17

Program Context..................................................................... 10

Accreditation Standard 1.0—

Assessment.................................................................. 19
Educational Policy 4.0—Assessment of
Program Mission and Goals.....................................................10
Student Learning Outcomes....................................................19

Accreditation Standard 4.0—Assessment.................................19

Appendix: 2015 EPAS Glossary.................................... 20

Educational Policy Terms........................................................20

Accreditation Standards Terms................................................22

2015 Educational Policy and Accreditation Standards 3

 Introduction

Accreditation is a system for recognizing educational institutions and 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 Authority 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 the
standards define competent preparation, and for confirming that accredited social work
programs meet the standards. To this end, CSWE’s COA administers a multistep 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 a social work education program in an
institution. These findings are based on applying the Educational Policy and Accreditation Standards (EPAS) promulgated
by the Commission on Educational Policy (COEP) and the COA. The essential purpose of the accreditation process is to
provide a professional judgment of the quality of the program offered and to encourage continual improvement. 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.

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 Council for Higher Education Authority also requires that accreditors have a process whereby
standards are reviewed periodically by the COA.
The most recent standards review process took more than 5 years and resulted in three drafts issued for public review and
comment. The intent of the COA and the COEP was to solicit feedback from as many constituents as possible in as many
ways as possible. The COEP and the COA would like to thank the programs, individuals, organizations, and communities of
interest that provided feedback on all of the drafts.
The educational policy, which details the new social work competencies for the 2015 EPAS, was developed by COEP and
approved by the CSWE Board of Directors on March 20, 2015. The accreditation standards were developed and approved
by the COA on June 11, 2015. Programs that have reaffirmation reviews in October 2017 or later will use the 2015 EPAS
to prepare their self-studies. Programs applying for candidacy in 2016 and beyond would use the 2015 EPAS for their
benchmark documents.
For updated information about the 2015 EPAS, please visit www.cswe.org/Accreditation or send an e-mail to
accreditation@cswe.org.
July 2015

4 Educational Policy and Accreditation Standards

 Purpose: Social Work Practice, Education, and
Educational Policy and Accreditation Standards
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 and economic justice, the prevention of conditions that limit
human rights, the elimination of poverty, and the enhancement of the quality of life for all
persons, locally and globally.

Social work educators serve the profession through their teaching, scholarship, and service. 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 within the professional community. Social work education is advanced by the scholarship of teaching
and learning, and scientific inquiry into its multifaceted dimensions, processes, and outcomes.
The Council on Social Work Education (CSWE) uses the Educational Policy and Accreditation Standards (EPAS) to
accredit baccalaureate and master’s level social work programs. 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.
EPAS describe four features of an integrated curriculum design: (1) program mission and goals, (2) explicit curriculum, (3)
implicit curriculum, and (4) assessment. The educational policy and the accreditation standards are conceptually linked to
each other. Educational Policy describes each curriculum feature. Accreditation standards are derived from the Educational
policy and specify the requirements used to develop and maintain an accredited social work program at the baccalaureate (B)
or master’s (M) level.

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.

2015 Educational Policy and Accreditation Standards 5

 Competency-Based Education

In 2008 CSWE adopted a competency-based education framework for its EPAS. As in

related health and human service professions, the policy moved from a model of curriculum
design focused on content (what students should be taught) and structure (the format and
organization of educational components) to one focused on student learning outcomes. A
competency-based approach refers to identifying and assessing 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 upon 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, and skills to practice situations
in a purposeful, intentional, and professional manner to promote human and community well-being. 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 multi-dimensional and composed
of interrelated competencies. An individual social worker’s competence is seen as developmental and dynamic,
changing over time in relation to continuous learning.
Competency-based education is an outcomes-oriented approach to curriculum design. The goal of the outcomes approach
is to ensure that students are able to demonstrate the integration and application of the competencies in practice. In EPAS,
social work practice competence consists of nine interrelated competencies and component behaviors that are comprised
of knowledge, values, skills, and cognitive and affective processes.
Using a curriculum design that begins with the outcomes, expressed as the expected competencies, programs develop
the substantive content, pedagogical approach, and educational activities that provide learning opportunities for
students to demonstrate the 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
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. The assessment methods used by programs gather data that
serve as evidence of student learning outcomes and the demonstration of competence. Understanding social work practice
is complex and multi-dimensional, the assessment methods used by programs and the data collected may vary by context.

Social work competence is the ability to integrate and apply social work
knowledge, values, and skills to practice situations in a purposeful, intentional,
and professional manner to promote human and community well-being.

6 2015 Educational Policy and Accreditation Standards

 Social Work Competencies

The nine Social Work Competencies are listed below. Programs may add competencies that are
consistent with their mission and goals and respond to their context. Each competency describes the
knowledge, values, skills, and cognitive and affective processes that comprise 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, while the preceding statements
represent the underlying content and processes that inform the behaviors.

Competency 1: Demonstrate Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may
impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how
to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal
values and the distinction between personal and professional values. They also understand how their personal experiences and
affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission,
and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in
inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their
skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of
technology in social work practice. Social workers:
• make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical
decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
• use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
• demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;
• use technology ethically and appropriately to facilitate practice outcomes; and
• use supervision and consultation to guide professional judgment and behavior.

Competency 2: Engage Diversity and Difference in Practice

Social workers understand how diversity and difference characterize and shape the human experience and are critical to the
formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited
to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status,
political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as
a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well
as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and
recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may
oppress, marginalize, alienate, or create privilege and power. Social workers:
• apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the
micro, mezzo, and macro levels;
• present themselves as learners and engage clients and constituencies as experts of their own experiences; and
• apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients
and constituencies.

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
Social workers understand that every person regardless of position in society has fundamental human rights such as freedom,
safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections
of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies
to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive
structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political,
environmental, economic, social, and cultural human rights are protected. Social workers:

2015 Educational Policy and Accreditation Standards 7

SOCIAL W ORK COM PE T E N C IE S

Competency 1: Demonstrate Ethical and Competency 6: Engage with Individuals, Families,

Professional Behavior Groups, Organizations, and Communities

Competency 2: Engage Diversity and Competency 7: Assess Individuals, Families,

Difference in Practice Groups, Organizations, and Communities

Competency 3: Advance Human Rights and Competency 8: Intervene with Individuals,

Social, Economic, and Environmental Justice Families, Groups, Organizations, and Communities

Competency 4: Engage In Practice-informed Competency 9: Evaluate Practice with Individuals,

Research and Research-informed Practice Families, Groups, Organizations, and Communities

Competency 5: Engage in Policy Practice

• apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and
system levels; and
• engage in practices that advance social, economic, and environmental justice.

Competency 4: Engage In Practice-informed Research and Research-informed Practice

Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and
in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to
building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways
of knowing. They also understand the processes for translating research findings into effective practice. Social workers:
• use practice experience and theory to inform scientific inquiry and research;
• apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
• use and translate research evidence to inform and improve practice, policy, and service delivery.

Competency 5: Engage in Policy Practice

Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its
implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies
and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their
role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively
engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural,
economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy
formulation, analysis, implementation, and evaluation. Social workers:
• Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
• assess how social welfare and economic policies impact the delivery of and access to social services;
• apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, 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, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of
human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and
apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations,
and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness.

8 2015 Educational Policy and Accreditation Standards

Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with
diverse clients and constituencies. Social workers value principles of relationship-building and inter-professional collaboration to
facilitate engagement with clients, constituencies, and other professionals as appropriate. Social workers:
• apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical
frameworks to engage with clients and constituencies; and
• use empathy, reflection, and interpersonal skills to effectively engage diverse 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 with,
and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human
behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies,
including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse
clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in
the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their
personal experiences and affective reactions may affect their assessment and decision-making. Social workers:
• collect and organize data, and apply critical thinking to interpret information from clients and constituencies;
• apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical
frameworks in the analysis of assessment data from clients and constituencies;
• develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges
within clients and constituencies; and
• select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of
clients and constituencies.

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
with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about
evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations,
and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply
this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and
implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-
professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-
professional, and inter-organizational collaboration. Social workers:
• critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
• apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical
frameworks in interventions with clients and constituencies;
• use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
• negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
• facilitate effective transitions and endings that advance mutually agreed-on goals.

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 recognize the importance of evaluating
processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human
behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand
qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Social workers:
• select and use appropriate methods for evaluation of outcomes;
• apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical
frameworks in the evaluation of outcomes;
• critically analyze, monitor, and evaluate intervention and program processes and outcomes; and
• apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

2015 Educational Policy and Accreditation Standards 9

 Program Mission and Goals

Educational Policy 1.0—Program Mission and Goals

The mission and goals of each social work program address the profession’s purpose, are grounded in core professional
values, and are informed by program context.

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 underpin the
explicit and implicit curriculum and frame the profession’s commitment to respect for all people and the quest for social
and economic justice.

Program Context
Context encompasses the mission of the institution in which the program is located and the needs and opportunities
associated with the setting and program options. Programs are further influenced by their practice communities,
which are informed by their historical, political, economic, environmental, social, cultural, demographic, 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 and Goals

1.0.1 The program submits its mission statement and explains how it is consistent with the profession’s purpose
and values.
1.0.2 The program explains how its mission is consistent with the institutional mission and the program’s context
across all program options.
1.0.3 The program identifies its goals and demonstrates how they are derived from the program’s mission.

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.

10 2015 Educational Policy and Accreditation Standards

 Explicit Curriculum

The explicit curriculum constitutes the program’s formal educational structure and includes
the courses and field education used for each of its program options. Social work education
is grounded in the liberal arts, which provide the intellectual basis for the professional
curriculum and inform its design. Using a competency-based education framework, the
explicit curriculum prepares students for professional practice at the baccalaureate and
master’s levels. Baccalaureate programs prepare students for generalist practice. Master’s
programs prepare students for generalist practice and specialized practice. The explicit
curriculum, including field education, may include forms of technology as a component of
the curriculum.

Educational Policy 2.0—Generalist 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 and economic 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.
The baccalaureate program in social work prepares students for generalist practice. The descriptions of the nine
Social Work Competencies presented in the EPAS identify the knowledge, values, skills, cognitive and affective
processes, and behaviors associated with competence at the generalist level of practice.

Accreditation Standard B2.0—Generalist Practice

B2.0.1 The program explains how its mission and goals are consistent with generalist practice as defined in EP 2.0.
B2.0.2 The program provides a rationale for its formal curriculum design demonstrating how it is used to develop a
coherent and integrated curriculum for both classroom and field.
B2.0.3 The program provides a matrix that illustrates how its curriculum content implements the nine required
social work competencies and any additional competencies added by the program.

Accreditation Standard M2.0—Generalist Practice

M2.0.1 The program explains how its mission and goals are consistent with generalist practice as defined in EP 2.0.
M2.0.2 The program provides a rationale for its formal curriculum design for generalist practice demonstrating how
it is used to develop a coherent and integrated curriculum for both classroom and field.
M2.0.3 The program provides a matrix that illustrates how its generalist practice content implements the nine required
social work competencies and any additional competencies added by the program.

2015 Educational Policy and Accreditation Standards 11

EX PLICI T CU RRI CU L U M

Educational Policy M2.1—Specialized Practice

Specialized practice builds on generalist practice as described in EP 2.0, adapting and extending the Social Work Competencies
for practice with a specific population, problem area, method of intervention, perspective or approach to practice. Specialized
practice augments and extends social work knowledge, values, and skills to engage, assess, intervene, and evaluate within
an area of specialization. Specialized practitioners advocate with and on behalf of clients and constituencies in their area of
specialized practice. Specialized practitioners synthesize and employ a broad range of interdisciplinary and multidisciplinary
knowledge and skills based on scientific inquiry and best practices, and consistent with social work values. Specialized
practitioners engage in and conduct research to inform and improve practice, policy, and service delivery.
The master’s program in social work prepares students for specialized practice. Programs identify the specialized
knowledge, values, skills, cognitive and affective processes, and behaviors that extend and enhance the nine Social Work
Competencies and prepare students for practice in the area of specialization.

Accreditation Standard M2.1—Specialized Practice

M2.1.1 The program identifies its area(s) of specialized practice (EP M2.1), and demonstrates how it builds on
generalist practice.
M2.1.2 The program provides a rationale for its formal curriculum design for specialized practice demonstrating how the
design is used to develop a coherent and integrated curriculum for both classroom and field.
M2.1.3 The program describes how its area(s) of specialized practice extend and enhance the nine Social Work
Competencies (and any additional competencies developed by the program) to prepare students for practice in
the area(s) of specialization.
M2.1.4 For each area of specialized practice, the program provides a matrix that illustrates how its curriculum
content implements the nine required social work competencies and any additional competencies added by
the program.

Educational Policy 2.2—Signature Pedagogy: Field Education

Signature pedagogies are elements of instruction and of socialization that teach future practitioners the fundamental
dimensions of professional work in their discipline—to think, to perform, and to act ethically and with integrity. Field
education is the signature pedagogy for social work. The intent of field education is to integrate the theoretical and
conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social
work education that the two interrelated components of curriculum—classroom and field—are of equal importance
within the curriculum, 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 by
which students demonstrate the Social Work Competencies. Field education may integrate forms of technology as a
component of the program.

12 2015 Educational Policy and Accreditation Standards

Accreditation Standard 2.2—Field Education
2.2.1 The program explains how its field education program connects the theoretical and conceptual contributions of
the classroom and field settings.
B2.2.2 The program explains how its field education program provides generalist practice opportunities for students to
demonstrate social work competencies with individuals, families, groups, organizations, and communities and
illustrates how this is accomplished in field settings.
M2.2.2 The program explains how its field education program provides generalist practice opportunities for students to
demonstrate social work competencies with individuals, families, groups, organizations, and communities and
illustrates how this is accomplished in field settings.
M2.2.3 The program explains how its field education program provides specialized practice opportunities for students
to demonstrate social work competencies within an area of specialized practice and illustrates how this is
accomplished in field settings.
2.2.4 The program explains how students across all program options in its field education program demonstrate social
work competencies through in-person contact with clients and constituencies.
2.2.5 The program describes how its field education program provides a minimum of 400 hours of field education for
baccalaureate programs and a minimum of 900 hours for master’s programs.
2.2.6 The program provides its criteria for admission into field education and explains how its field education program
admits only those students who have met the program’s specified criteria.
2.2.7 The program describes how its field education program specifies policies, criteria, and procedures for selecting
field settings; placing and monitoring students; supporting student safety; and evaluating student learning and
field setting effectiveness congruent with the social work competencies.
2.2.8 The program describes how its field education program maintains contact with field settings across all program
options. The program explains how on-site contact or other methods are used to monitor student learning and
field setting effectiveness.
B2.2.9 The program describes how its field education program specifies the credentials and practice experience of its
field instructors necessary to design field learning opportunities for students to demonstrate program social work
competencies. Field instructors for baccalaureate students hold a baccalaureate or master’s degree in social work
from a CSWE-accredited program and have 2 years post-social work degree practice experience in social work. For
cases in which a field instructor does not hold a CSWE-accredited social work degree or does not have the required
experience, the program assumes responsibility for reinforcing a social work perspective and describes how this is
accomplished.
M2.2.9 The program describes how its field education program specifies the credentials and practice experience
of its field instructors necessary to design field learning opportunities for students to demonstrate program
social work competencies. Field instructors for master’s students hold a master’s degree in social work from
a CSWE-accredited program and have 2 years post-master’s social work practice experience. For cases in
which a field instructor does not hold a CSWE-accredited social work degree or does not have the required
experience, the program assumes responsibility for reinforcing a social work perspective and describes how this
is accomplished.
2.2.10 The program describes how its field education program provides orientation, field instruction training, and continuing
dialog with field education settings and field instructors.
2.2.11 The program describes how its field education program develops policies regarding field placements in an
organization in which the student is also employed. To ensure the role of student as learner, student assignments
and field education supervision are not the same as those of the student’s employment.

2015 Educational Policy and Accreditation Standards 13

 Implicit Curriculum

The implicit curriculum refers to the learning environment in which the explicit curriculum is
presented. It is composed of the following elements: the program’s commitment to diversity;
admissions policies and procedures; advisement, retention, and termination policies; student
participation in governance; faculty; administrative structure; and resources. The implicit
curriculum is manifested through policies that are fair and transparent in substance and
implementation, the qualifications of the faculty, and the adequacy and fair distribution of
resources. 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. The implicit curriculum is as
important as the explicit curriculum in shaping the professional character and competence of
the program’s graduates. Heightened awareness of the importance of the implicit curriculum
promotes an educational culture that is congruent with the values of the profession and the
mission, goals, and context of the program.

Educational Policy 3.0—Diversity

The program’s expectation for diversity is reflected in its learning environment, which provides the context through which
students learn about differences, to value and respect diversity, and develop a commitment to cultural humility.
The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to
age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status,
marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. The
learning environment consists of the program’s institutional setting; selection of field education settings and their
clientele; composition of program advisory or field committees; educational and social resources; resource allocation;
program leadership; speaker series, seminars, and special programs; support groups; research and other initiatives;
and the demographic make-up of its faculty, staff, and student body.

Accreditation Standard 3.0—Diversity

3.0.1 The program describes the specific and continuous efforts it makes to provide a learning environment that
models affirmation and respect for diversity and difference.
3.0.2 The program explains how these efforts provide a supportive and inclusive learning environment.
3.0.3 The program describes specific plans to continually improve the learning environment to affirm and support
persons with diverse identities.

Educational Policy 3.1—Student Development

Educational preparation and commitment to the profession are essential qualities in the admission and development of
students for professional practice. Student participation in formulating and modifying policies affecting academic and
student affairs are important for students’ professional development.
To promote the social work education continuum, graduates of baccalaureate social work programs admitted to
master’s social work programs are presented with an articulated pathway toward specialized practice.

14 2015 Educational Policy and Accreditation Standards

Accreditation Standard 3.1—Student Development: Admissions; Advisement, Retention,
and Termination; and Student Participation
Admissions
B3.1.1 The program identifies the criteria it uses for admission to the social work program.
M3.1.1 The program identifies the criteria it uses for admission to the social work program. 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 association. Baccalaureate social work graduates entering master’s social work
programs are not to repeat what has been achieved in their baccalaureate social work programs.
3.1.2 The program describes the policies and procedures for evaluating applications and notifying applicants of the
decision and any contingent conditions associated with admission.
M3.1.3 The program describes the policies and procedures used for awarding advanced standing. The program indicates
that advanced standing is awarded only to graduates holding degrees from baccalaureate social work programs
accredited by CSWE, recognized through its International Social Work Degree Recognition and Evaluation
Services,* or covered under a memorandum of understanding with international social work accreditors.
3.1.4 The program describes its policies and procedures concerning the transfer of credits.
3.1.5 The program submits its written policy indicating that it does not grant social work course credit for life
experience or previous work experience. The program documents how it informs applicants and other
constituents of this policy.

Advisement, retention, and termination

3.1.6 The program describes its academic and professional advising policies and procedures. Professional advising is
provided by social work program faculty, staff, or both.
3.1.7 The program submits its policies and procedures for evaluating student’s academic and professional
performance, including grievance policies and procedures. The program describes how it informs students
of its criteria for evaluating their academic and professional performance and its policies and procedures
for grievance.
3.1.8 The program submits its policies and procedures for terminating a student’s enrollment in the social work program for
reasons of academic and professional performance. The program describes how it informs students of these policies
and procedures.

Student participation
3.1.9 The program submits its policies and procedures specifying students’ rights and opportunities to participate in
formulating and modifying policies affecting academic and student affairs.
3.1.10 The program describes how it provides opportunities and encourages students to organize in their interests.

*T
 his and all future references to degrees from social work programs accredited by CSWE, include degrees from
CSWE-accredited programs or recognized through CSWE’s International Social Work Degree Recognition and
Evaluation Service, or covered under a memorandum of understanding with international social work accreditors.

2015 Educational Policy and Accreditation Standards 15

IMPLICI T CU RRI CU L U M

Educational Policy 3.2—Faculty

Faculty qualifications, including experience related to the Social Work Competencies, an appropriate student-faculty
ratio, and sufficient faculty to carry out a program’s mission and goals, 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 models the behavior and values
expected of professional social workers. Programs demonstrate that faculty is qualified to teach the courses to which
they are assigned.

Accreditation Standard 3.2—Faculty

3.2.1 The program identifies each full- and part-time social work faculty member and discusses his or her
qualifications, competence, expertise in social work education and practice, and years of service to the program.
3.2.2 The program documents that faculty who teach social work practice courses have a master’s degree in social work
from a CSWE-accredited program and at least 2 years of post–master’s social work degree practice experience.
3.2.3 The program documents a full-time equivalent faculty-to-student ratio not greater than 1:25 for baccalaureate
programs and not greater than 1:12 for master’s programs and explains how this ratio is calculated. In addition,
the program explains how faculty size is commensurate with the number and type of curricular offerings in
class and field; number of program options; class size; number of students; advising; and the faculty’s teaching,
scholarly, and service responsibilities.
B3.2.4 The baccalaureate social work program identifies no fewer than two full-time faculty assigned to the
baccalaureate program, with full-time appointment in social work, and whose principal assignment is to the
baccalaureate program. The majority of the total full-time baccalaureate social work program faculty has a
master’s degree in social work from a CSWE-accredited program, with a doctoral degree preferred.
M3.2.4 The master’s social work program identifies no fewer than six full-time faculty with master’s degrees in social
work from a CSWE-accredited program and whose principal assignment is to the master’s program. The majority
of the full-time master’s social work program faculty has a master’s degree in social work and a doctoral degree,
preferably in social work.
3.2.5 The program describes its faculty workload policy and discusses how the policy supports the achievement of
institutional priorities and the program’s mission and goals.
3.2.6 Faculty demonstrate ongoing professional development as teachers, scholars, and practitioners through
dissemination of research and scholarship, exchanges with external constituencies such as practitioners and
agencies, and through other professionally relevant creative activities that support the achievement of institutional
priorities and the program’s mission and goals.
3.2.7 The program demonstrates how its faculty models the behavior and values of the profession in the
program’s educational environment.

16 2015 Educational Policy and Accreditation Standards

Educational Policy 3.3—Administrative and Governance Structure
Social work faculty and administrators, based on their education, knowledge, and skills, are best suited to make
decisions regarding the delivery of social work education. Faculty and administrators exercise autonomy in designing an
administrative and leadership structure, developing curriculum, and formulating and implementing policies that support
the education of competent social workers. The administrative structure is sufficient to carry out the program’s mission
and goals. In recognition of the importance of field education as the signature pedagogy, programs must provide an
administrative structure and adequate resources for systematically designing, supervising, coordinating, and evaluating
field education across all program options.

Accreditation Standard 3.3—Administrative Structure

3.3.1 The program describes its administrative structure and shows how it provides the necessary autonomy to
achieve the program’s mission and goals.
3.3.2 The program describes how the social work faculty has responsibility for defining program curriculum consistent
with the Educational Policy and Accreditation Standards and the institution’s policies.
3.3.3 The program describes how the administration and faculty of the social work program participate in
formulating and implementing policies related to the recruitment, hiring, retention, promotion, and tenure
of program personnel.
3.3.4 The program identifies the social work program director. Institutions with accredited baccalaureate and
master’s programs appoint a separate director for each.
B3.3.4(a) The program describes the baccalaureate program director’s leadership ability through teaching,
scholarship, curriculum development, administrative experience, and other academic and professional
activities in social work. The program documents that the director has a master’s degree in social work
from a CSWE-accredited program with a doctoral degree in social work preferred.
B3.3.4(b) The program provides documentation that the director has a full-time appointment to the
social work baccalaureate program.
B3.3.4(c) The program describes the procedures for calculating the program director’s assigned
time to provide educational and administrative leadership to the program. To carry out the
administrative functions specific to responsibilities of the social work program, a minimum of
25% assigned time is required at the baccalaureate level. The program discusses that this
time is sufficient.
M3.3.4(a) The program describes the master’s program director’s leadership ability through teaching,
scholarship, curriculum development, administrative experience, and other academic and
professional activities in social work. The program documents that the 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.
M3.3.4(b) The program provides documentation that the director has a full-time appointment to the
social work master’s program.
M3.3.4(c) The program describes the procedures for determining the program director’s assigned time to
provide educational and administrative leadership to the program. To carry out the administrative
functions specific to responsibilities of the social work program, a minimum of 50% assigned time
is required at the master’s level. The program demonstrates this time is sufficient.

2015 Educational Policy and Accreditation Standards 17

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3.3.5 The program identifies the field education director.

3.3.5(a) The program describes the field director’s ability to provide leadership in the field education
program through practice experience, field instruction experience, and administrative and other
relevant academic and professional activities in social work.
B3.3.5(b) The program documents that the field education director has a master’s degree in social work
from a CSWE-accredited program and at least 2 years of post-baccalaureate or post-master’s
social work degree practice experience.
M3.3.5(b) The program documents that the field education director has a master’s degree in social work
from a CSWE-accredited program and at least 2 years of post-master’s social work degree
practice experience.
B3.3.5(c) The program describes the procedures for calculating the field director’s assigned time to provide
educational and administrative leadership for field education. To carry out the administrative
functions of the field education program, at least 25% assigned time is required for baccalaureate
programs. The program demonstrates this time is sufficient.
M3.3.5(c) The program describes the procedures for calculating the field director’s assigned time to provide
educational and administrative leadership for field education. To carry out the administrative
functions of the field education program at least 50% assigned time is required for master’s
programs. The program demonstrates this time is sufficient.
3.3.6 The program describes its administrative structure for field education and explains how its
resources (personnel, time and technological support) are sufficient to administer its field
education program to meet its mission and goals.

Educational Policy 3.4—Resources

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

Accreditation Standard 3.4—Resources

3.4.1 The program describes the procedures for budget development and administration it uses to achieve its mission
and goals. The program submits a completed budget form and explains how its financial resources are sufficient
and stable to achieve its mission and goals.
3.4.2 The program describes how it uses resources to address challenges and continuously improve the program.
3.4.3 The program demonstrates that it has sufficient support staff, other personnel, and technological resources to
support all of its educational activities, mission and goals.
3.4.4 The program submits a library report that demonstrates access to social work and other informational and
educational resources necessary for achieving its mission and goals.
3.4.5 The program describes and demonstrates sufficient office and classroom space and/or computer-mediated
access to achieve its mission and goals.
3.4.6 The program describes, for each program option, the availability of and access to assistive technology, including
materials in alternative formats.

18 2015 Educational Policy and Accreditation Standards

 Assessment

Educational Policy 4.0—Assessment of Student Learning Outcomes

Assessment is an integral component of competency-based education. Assessment involves the systematic gathering of
data about student performance of Social Work Competencies at both the generalist and specialized levels of practice.
Competence is perceived as holistic, involving both performance and the knowledge, values, critical thinking,
affective reactions, and exercise of judgment that inform performance. Assessment therefore must be multi-
dimensional and integrated to capture the demonstration of the competencies and the quality of internal processing
informing the performance of the competencies. Assessment 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
performance of multiple competencies simultaneously; therefore, assessment of those competencies may optimally
be carried out at the same time.
Programs assess students’ demonstration of the Social Work Competencies through the use of multi-dimensional
assessment methods. Assessment methods are developed to gather data that serve as evidence of student learning
outcomes and the demonstration of competence. Understanding social work practice is complex and multi-
dimensional, the assessment methods used and the data collected may vary by context.
Assessment information is used to guide student learning, assess student outcomes, assess and improve effectiveness of
the curriculum, and strengthen the assessment methods used.
Assessment also involves gathering data regarding the implicit curriculum, which may include but is not limited to an
assessment of diversity, student development, faculty, administrative and governance structure, and resources. Data
from assessment continuously inform and promote change in the explicit curriculum and the implicit curriculum to
enhance attainment of Social Work Competencies.

Accreditation Standard 4.0—Assessment

4.0.1 The program presents its plan for ongoing assessment of student outcomes for all identified competencies in
the generalist level of practice (baccalaureate social work programs) and the generalist and specialized levels of
practice (master’s social work programs). Assessment of competence is done by program designated faculty or
field personnel. The plan includes:
• A description of the assessment procedures that detail when, where, and how each competency is assessed
for each program option.
• At least two measures assess each competency. One of the assessment measures is based on demonstration
of the competency in real or simulated practice situations.
• An explanation of how the assessment plan measures multiple dimensions of each competency, as
described in EP 4.0.
• Benchmarks for each competency, a rationale for each benchmark, and a description of how it is determined
that students’ performance meets the benchmark.
• An explanation of how the program determines the percentage of students achieving the benchmark.
• Copies of all assessment measures used to assess all identified competencies.
4.0.2 The program provides its most recent year of summary data and outcomes for the assessment of each of
the identified competencies, specifying the percentage of students achieving program benchmarks for each
program option.
4.0.3 The program uses Form AS 4(B) and/or Form AS 4(M) to report its most recent assessment outcomes for
each program option to constituents and the public on its website and routinely up-dates (minimally every 2
years) its findings.
4.0.4 The program describes the process used to evaluate outcomes and their implications for program renewal
across program options. It discusses specific changes it has made in the program based on these
assessment outcomes with clear links to the data.
4.0.5 For each program option, the program provides its plan and summary data for the assessment of the implicit
curriculum as defined in EP 4.0 from program defined stakeholders. The program discusses implications for
program renewal and specific changes it has made based on these assessment outcomes.

2015 Educational Policy and Accreditation Standards 19

Appendix: 2015 EPAS Glossary
The 2015 EPAS glossary was developed by a subcommittee of the Commission on Educational Policy and the
Commission on Accreditation and approved by each commission in February 2016. The glossary is an aid to
understanding the EPAS and is not considered part of the educational policy or accreditation standards.

Educational Policy Terms

The following definitions were developed for use in the context of the 2015 educational policy:

Accreditation
A system for recognizing educational institutions and professional programs affiliated with those institutions for a level of
performance and integrity based on review against a specific set of published criteria or standards. The process includes
(1) the submission of a self-study document that demonstrates how standards are being met; (2) an onsite review by a
selected group of peers; and (3) a decision by an independent board or commission that either grants or denies accredited
status on the basis of how well the standards are met.

Behaviors
Observable actions that demonstrate an integration of knowledge, values, skills, and cognitive and affective processes.

Classroom
The organization of instruction including various face-to-face and/or e-learning methods of instruction.

Clients and constituencies

Those served by social workers including individuals, families, groups, organizations, and communities.

Cognitive and affective processes (includes critical thinking, affective reactions, and exercise of judgment)
• Critical thinking is an intellectual, disciplined process of conceptualizing, analyzing, evaluating, and synthesizing
multiple sources of information generated by observation, reflection and reasoning.
• Affective reactions refer to the way in which our emotions influence our thinking and subsequently our behavior.
• Exercise of judgment is the capacity to perceive and discern multiple sources to form an opinion.

Competency-based education framework

A framework where the focus is on the assessment of student learning outcomes (assessing students’ ability to
demonstrate the competencies identified in the educational policy) rather than on the assessment of inputs (such as
coursework and resources available to students).

Curriculum design
Curriculum design identifies the elements of the curriculum and states their relationships to each other. A design needs
to be supported with a curriculum rationale to establish the means for competency attainment within the organization in
which it operates.

Environmental justice
Environmental justice occurs when all people equally experience high levels of environmental protection and no group
or community is excluded from the environmental policy decision-making process, nor is affected by a disproportionate
impact from environmental hazards. Environmental justice affirms the ecological unity and the interdependence of all
species, respect for cultural and biological diversity, and the right to be free from ecological destruction. This includes
responsible use of ecological resources, including the land, water, air, and food. (Adapted from CSWE Commission for
Diversity and Social and Economic Justice and Commission on Global Social Work Education Committee on Environmental
Justice, 2015).

20 2015 Educational Policy and Accreditation Standards

Holistic competence
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.

Intersectionality
A paradigm for understanding social identities and the ways in which the breadth of human experiences are shaped by
social structures.

Multidimensional assessment methods

Multidimensional assessment methods capture behaviors indicative of competence as well as one or more of the factors
underlying behavior. Underlying factors may include knowledge, skills, and values as well as cognitive and affective processes.

Program options
Various structured pathways to degree completion by which social work programs are delivered including specific methods
and locations such as on campus, off campus, and virtual instruction.

Signature pedagogy
Forms and styles of teaching and instruction that are central to a specific discipline, area of study or profession that help
students build a habit of mind that allows them to think and act in the same manner as experts in the field. Field education
is the signature pedagogy for social work.

Specialized practice
Specialized practice builds on generalist practice by adapting and extending the nine social work competencies for
practice. Specialized practice is defined by programs and can be operationalized by programs as a concentration, area of
specialized practice, track, focus on specific populations, problem area, method of intervention, or approach to practice.

Student learning outcomes

The stated behaviors, knowledge, values, skills, and cognitive and affective processes that students are expected to
demonstrate as a result of engagement in the explicit and implicit curriculum.

2015 Educational Policy and Accreditation Standards 21

APPENDIX: 2015 EPAS GLOSSARY

Accreditation Standards Terms

The following definitions were developed for use in the context of the 2015 accreditation standards (AS):

Curriculum (AS B2.0.2, M2.0.2, 3.3.2)

All planned educational experiences under the direction of the social work program that facilitates student attainment of
competencies. Social work curricula includes supervised field education learning experiences.

Full-time equivalent faculty-to-student ratio (AS 3.2.3)

Refers to the institution’s calculation of full-time faculty workloads. Programs should calculate faculty ratios that include
adjunct and part-time faculty (not field instructors at field settings) in the full time equivalency description. Programs
should include part-time students in this calculation.

Goals (AS B2.0.1, M2.0.1):

General aims of the program that are consistent with both the institution and program missions and reflect the values and
priorities of the social work profession.

In-person contact (AS 2.2.4):

Refers to interpersonal interactions with clients and constituencies, and may include the use of digital technologies.

Matrix (AS B2.0.3, AS M2.0.3, AS M2.1.4):

A table or chart that maps the social work curriculum content to the competencies.

Multiple dimensions of each competency (AS 4.0.1)

• Multiple refers to a minimum of at least two dimensions.
• The dimensions of the competency are knowledge, values, skills, and cognitive and affective processes.

Post–social work degree practice experience (AS B2.2.9, M2.2.9, 3.2.2, B3.3.5 (b), M3.3.5 (b))
• The minimum requirement of 2 years of post-baccalaureate or post-master’s social work practice experience is
calculated in relation to the total number of hours of full-time and equivalent professional practice experience.
• Social work practice experience is defined as providing social work services to individuals, families, groups,
organizations, or communities.
• Social work services can include work in professional social work auspices under the supervision of professional social
work supervisors, volunteer practice experience in a social service agency and paid experience as a consultant in the
areas of the individual’s practice expertise.

Simulated practice situations (AS 4.0.1):

Modalities that replicate practice situations to facilitate the demonstration of student competence.

Transfer of credits (AS 3.1.4)

The process of awarding student credit for courses earned at another institution(s) prior to admission to the social work
program. The accreditation process respects the institution’s policies and procedures concerning the transfer of credits.

22 2015 Educational Policy and Accreditation Standards

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