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Spring Campus at Sunset

GADE 2022

Societal Shifts and the Changing Landscape of Doctoral Education: Research, Pedagogy, and Public Impact

May 23 - 25, 2022 | Salt Lake City, Utah




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Monday, May 23, 2022

2:00 - 3:00 PM (EDT)

GADE Advisory Board Meeting
General meeting for Advisory Board members only.

New(ish) Directors Orientation will review how to manage the transition, roles, tasks, and work load. Session will discuss the DSW vs. Ph.D. stages of responsibility, program director compensation, recruitment, admissions, student milestones, and job market preparation.

 

Viola Vaughan-Eden - Associate Professor, Norfolk State University Debora Rice - DSW Academic Coordinator, Walden University Nadia Islam - DSW Program Director, University of Southern California

3:00 - 4:00 PM (EDT)

GADE Board Meeting
General meeting for Board members only.

The role of AI in society has been described as inevitable and permanent, foreseen by speculative fiction writers since at least the 1870s. Social Work’s future is not as guaranteed. With technologists increasingly turning to philosophers, psychologists, and sociologists for expertise on ethics and interventions for marginalized populations, the social work field has been dramatically left out of the technological turn, particularly as concerns on algorithmic bias have risen. Arguably, one cause of this gap may be the overreliance on micro level perspectives in social work education, illustrated by the titles of doctoral dissertations over the course of the past 10 years.


Dr. Maria Rodriguez, Assistant Professor, SUNY - Buffalo

Dr. Maria Y. Rodriguez is widely regarded as one of few experts in AI within the Social Work scholarly community. In this talk, she brings to bear her 10+ years of work at the intersection of Ai, Social Policy, and Social Work practice to describe what she sees as the biggest missed opportunity in Social Work doctoral education: understanding its history. Using illustrations from Social Work’s inception as a field of inquiry, Dr. Rodriguez makes the case for how technology and social work are not only compatible, they are mutually reinforcing. Recommitting to this symbiotic relationship, she argues, requires admitting that there is no such thing as micro and macro social work: only social work. Tempering doctoral faculty expertise with transdisciplinary collaborations that move away from this false binary may support the re-establishment of social work doctoral education as the eminent producers of the foremost thinkers on technology, ethics and the margins.


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Tuesday, May 24, 2022


Dr. Jerome Schiele will moderate a panel discussion with social work colleagues focused broadly on four areas of practice in the academy:

  1. Antiracism in doctoral program policies and procedures
  2. Antiracism in curricular development, teaching, and advising
  3. Antiracism in research and scholarship
  4. Antiracism in professional, university, and community service

In addition, panelists and participants are invited to reflect on the following questions to deepen our awareness of the academic contexts in which we work: To what extent is there racism in doctoral social work education? What are the major factors/reasons that foster and facilitate racism in doctoral social work education? How can we reduce and eliminate racism in doctoral social work education? What are some examples you have used in your teaching, advising, research, and service to contest racism in doctoral social work education and to promote greater inclusivity?

 

Jerome Schiele, Professor, School of Social Work, Morgan State University (moderator)

Becci Akin, Associate Professor, University of Kansas Samira Ali, Associate Professor, University of Houston Karina Gil, Associate Professor, Our Lady of the Lake University Cindy Sousa, Associate Professor, Bryn Mawr College


1:00 - 2:00 PM (EDT)

Concurrent Breakout Session I
Please select one below.

 
  1. Critical Pedagogy Approaches-critical examination of doctoral curriculum and current trends

    In this collegial, generative facilitated discussion, we will focus on approaches and innovations to curriculum that address Diversity, Equity, Anti-racism and Inclusion in throughout social work doctoral curricula: within research, theory, and methodology. We will be asking participants to share and reflect on innovations, opportunities, and challenges in these areas that support curriculum development at the doctoral level. In this discussion, we will help people participants discuss and explore new approaches their programs have tried, and the lessons they garnered from these efforts.

    Carmen Morano, SUNY, University at Albany Cindy Sousa, Associate Professor, Bryn Mawr College


  2. Preparing doctoral graduates for public impact scholarship

    Doctoral training has historically focused on preparing students to disseminate research through traditional scholarly channels such as peer-reviewed journals and scientific conference presentations, yet there is a growing call among emerging scholars for additional training in reaching public audiences and preparing for careers as public scholars. How can programs include this type of training and how much emphasis should be placed on it? The range of dissemination strategies is vast, from written products such as op-eds and legislative testimony to more audio-visual mechanisms such as TikTok videos and infographics. This session will focus on how doctoral programs can incorporate these types of training, how much emphasis should be placed on them, and how these strategies may differ depending on the types of careers programs are preparing students for. We will share some ideas for how our programs are building this training into our curricula and tangible ways that students have benefited from this training.

    Jennifer Greenfield, Associate Professor University of Denver Tova Walsh, Assistant Professor, University of Wisconsin-Maddison


  3. Preparing doctoral graduates for diverse careers in current market

    Social work doctoral graduate expertise has value in multiple sectors of a changing job market environment. Faculty and students often focus on traditional academic pathways. However, preparing graduates for different kinds of career pathways has implications that can affect program design, mentoring, culture, and specific training. This session will include discussion of the evolving social work and wider doctoral job market context, and space for directors to share approaches to preparing students for a wider array of post-graduate opportunities.

    Michael Hurlburt, Associate Professor, USC Suzanne Dworak-Peck School of Social Work

Based on the information above, select a breakout session to attend during this time period.

2:15 - 3:15 PM (EDT)

Concurrent Breakout Session II
Please select one below.
 
  1. Mental Health & Wellbeing in the Post-COVID Era

    COVID-19 has affected social work faculty, staff, and students in ways we are only beginning to understand. The impact is likely to linger as we enter the post-pandemic era and impact the work of doctoral students and the faculty who teach and supervise them. In this breakout session, we will reflect on challenges to mental health and well-being focusing on the issues program directors have seen when working with students, staff, and faculty members. Together, we will share strategies and approaches to promoting well-being in post-pandemic life.

    Mimi Chapman, Frank A. Daniels Distinguished Professor for Human Service Policy Information, School of Social Work, University of North Carolina Lin Fang, Associate Professor, University of Toronto


  2. Recruitment and Admissions in DSW Programs: Current Trends and Practices

    Over the past ten years, growth in DSW programs has been heavily influenced by demand for the degree. It is most notable that social workers who are pursuing DSW education typically have different characteristics from traditional Ph.D. students, such as different programmatic needs, educational expectations, and career goals. This presentation will highlight the experiences of two DSW Programs in student recruitment. One program is offered at a liberal arts institution, is smaller in size (N = 29), is part-time and offers a hybrid model with regular in-person interactions. The other program is offered at a large research institution, is larger in size (N = 58), is part-time and primarily online, with an annual on-campus residency. After discussing the programs’ experiences and approaches to recruitment and admissions, the presenters will discuss observations and anecdotal evidence of the characteristics and interests of those pursuing DSW degrees nationwide. Participants will have time to ask questions, discuss issues they face, and share what has worked for them.

    Sharon Lyter, Professor, Kutztown University of Pennsylvania Nicole Ruggiano, Professor, The University of Alabama

  3. Recruitment and Admissions in Ph.D. Programs: Enduring Challenges and Innovative Practices

    Our social work doctoral programs carry a heavy responsibility: to train the next generation of social work and social welfare scholars, teachers, and leaders. The role of Ph.D. recruitment and admissions is a critical first step toward successfully meeting this responsibility. In this session, we will consider some of the enduring challenges and innovative practices in recruitment and admissions. Throughout our discussion, we will consider conventional application components and review practices as well as newer approaches that aim to diversify and enhance our recruitment and admissions practices.

    Julia Henly, Professor, University of Chicago Daniel Miller, Associate Professor, Boston University

  4. Supporting work-life balance for doctoral students and academics

    How do we define and support "having a life" while meeting expectations for publication/research dissemination, innovative teaching, commitment to social work values, and improving community well-being for doctoral students and academics?

    Alysse Loomis, Assistant Professor, University of Utah Elizabeth Hendrix, PhD Candidate, University of Utah
Based on the information above, select a breakout session to attend during this time period.
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Wednesday, May 25, 2022

10:00 - 11:15 AM (EDT)

2022 GADE Business Meeting
The business meeting is open to all GADE members.

11:30 AM - 12:30 PM (EDT)

Concurrent Breakout Session III
Please select one below.
 
  1. Revising Ph.D. Quality Guidelines: What revisions are needed to advance anti-racism, equity, diversity, and inclusion?

    In the most recent revision of the GADE Quality Guidelines, data from multiple sources was collected and incorporated to increase the voices of diverse constituents who may benefit from Ph.D. education. This revision also includes qualitative information from doctoral students, which is new to the process. This session will focus on the new additions or updates in the revised GADE Quality Guidelines as compared to the 2013 GADE Quality Guidelines for Ph.D. Programs. Building on the current six domains (i.e., development of educators, professional development, program requirements, development of researchers, Social Work profession, and resources for students), items focusing on commitment to anti-racism and diversity were incorporated in the survey. The importance of commitment to anti-racism and diversity in student preparation of educators and scholar will be discussed.

    G. Lawrence Farmer, Associate Professor, Fordham University Mo Yee Lee, Professor, Ohio State University

  2. DSW Accreditation Session

    In this session, presenters will discuss the history and process of DSW accreditation and where things stand currently. There will also be an overview of the accreditation standards and a brief discussion of the current pilot process.

    Michel LaSala, Professor, Rutgers, The State University of New Jersey


  3. MSW/Ph.D. Combined Programs

    Many schools have a combined MSW/Ph.D. option, and others are debating whether to initiate one. This session will explore the current structures of combined MSW/Ph.D. programs and their advantages and challenges. Discussion topics include admissions policies and numbers of admits, plans of study, field requirements, timelines toward completion, challenges of juggling MSW and Ph.D. level courses and the added time commitments, post-MSW practice experience, and more.

    Allison Zippay, Professor, Rutgers University Susan Robbins, Professor and Associate Dean for Doctoral Education, University of Houston


  4. Doctoral Programs Dialogue

    The goal of this session is to invite a dialogue between DSW and Ph.D. programs. We will facilitate discussion of commonalities and differences, and explore opportunities for interfacing with one another. Through conversation, we aim to increase overall understanding of DSW programs, given the recent growth and the diverse areas of focus of these programs. We hope this session generates ongoing exchanges between DSW and Ph.D. programs, to build on the strengths and innovations in social work doctoral education.

    Jacqueline Dyer, Associate Professor, Simmons University Annette Semanchin Jones, Associate Professor, University of Buffalo
 
Based on the information above, select a breakout session to attend during this time period.

This presentation will discuss trends in the social work academic job market and discuss how doctoral program directors can assist their students with career preparation. In this session, we will cover the shifts towards a more competitive social work academic job market, the growing mismatch between doctoral students' job desires and availability of positions, what the "typical" Ph.D. portfolio looks like when beginning their job search, and specific ways that doctoral program directors can help students prepare for the type of academic career they desire.


Dr. Elizabeth LightfootDr. Elizabeth Lightfoot, Director and Foundation Professor Arizona State University

Elizabeth Lightfoot is a Professor and the Director of the School of Social Work at Arizona State University. Prior to assuming this new position, she was the Ph.D. Program Director at the University of Minnesota for 15 years, where she advised 25 
Ph.D. students. She previously served as the President of GADE and has published frequently on social work doctoral education. She has been inducted into the American Academy of Social Work and Social Welfare and is the previous recipient of the GADE Award for Educational Leadership in Doctoral Education.



Dr. Cynthia FranklinDr. Cynthia Franklin, Professor in Mental Health in the Steve Hicks School of Social Work, University of Texas at Austin

Cynthia Franklin, Ph.D, LCSW-S is the Stiernberg/Spencer Family Professor in Mental Health at the Steve Hicks School of Social Work at the University of Texas at Austin where she served as the past Associate Dean for Doctoral Education. Dr. Franklin is an international expert on solution focused brief therapy (SFBT) and school social work and school mental health services. Her career has been devoted to advances in practice and research on SFBT with the aim of preparing school social workers and other school mental health professionals for practice in schools. She served as the Past President of GADE and is a member of the American Academy of Social Work and Social Welfare. Franklin was named one of the 100 most Influential contemporary social work faculty (Journal of Social Service Research, 2019) and received the Gary Lee Shaffer award for academic contributions to the field of school social work. She was also selected as a Social Work Pioneer by the National Association of Social Workers.