BPD Update Online, Winter 2001
Editor's Prerogative by Ralph Holcomb, rjholcomb@stthomas.edu
President's Report by Mit Joyner, mjoyner@wcupa.edu 610-436-2486
BPD Summer 2001 Summer Policy Fellow Award
BPD Institutional Response to the Proposed EPAS
BPD Institutional Response to the EPAS (cont)
BPD Institutional Response to the EPAS (cont)
BPD Institutional Response to the EPAS (cont)
BPD Institutional Response to the EPAS (cont)
BPDers Play a Role in APM's Media Technology Center
19th Annual BPD Conference
Nominations Committee Activity for 1999-2000
Photo Album, Page 1 - NOTE: High Resolution Photos
Photo Album, Page 2 - NOTE: High Resolution Photos
Photo Album, Page 1 - NOTE: Low Resolution Photos
Photo Album, Page 2 - NOTE: Low Resolution Photos
The Council of Presidents
Contact BPD Update Online
BPD Institutional Response to the EPAS (cont)

Members of baccalaureate faculty felt that 25 to 1
student/faculty ratios must be reinstated in the
accreditation standards.

5. The membership feels the strength perspective is one in which the social work profession soars.
Students are quick to recognize limitations of vulnerable populations when in fact, vulnerable populations
have much to offer in social work intervention. This perspective assists students to use these strengths
when assessing vulnerable clients.

The strengths perspective must be included within the curriculum policy statement for
baccalaureate education.

6. The membership is confused about the lack of a foundation in the master's curriculum. The generalist
foundation for undergraduate education provides a common goal for the delivery of baccalaureate
curriculum. All programs, no matter where the locale, have commonality in the present educational
guidelines. The generalist foundation provides BSW students with options when selecting their entry
level social work employment and/or graduate social work program. The generalist foundation provides a
strong foothold for students who achieve academic success in the undergraduate program when
entering MSW programs. Masters programs have advanced standing status because of generalist

BPD recommends that the generalist foundation be recognized as the foundation for social
work education. Masters programs must maintain advanced standing for baccalaureate
graduates who meet the eligibility standards.

7. Members of baccalaureate faculty felt that 25 to 1 student faculty ratios must be reinstated in the
accreditation standards. The process of working with undergraduate students who enter as traditional
freshmen and exit as beginning generalist social work practitioners is a challenge, yet a rewarding
accomplishment. The underlying reason for this developmental process is the size of social work
classes. Tenure track, full time faculty must work intensely with students if this process is to be
realized. Baccalaureate faculty must also challenge students' values and ethics while delivering a
rigorous curriculum for students to master. Faculty must have a class size that is manageable to
achieve all of the goals highlighted in the curriculum policy statement. In addition, programs must have
an adequate number of full time, tenure track faculty to realize these goals. Baccalaureate faculty have
responsibility to the institution, the students they serve, the community they represent, and the
accrediting body. Only full time, tenured baccalaureate faculty will commit to various layers of teaching
in a professional academic unit.

BPD recommends that the class ratio be set at 25/1 - student faculty. In addition, the
baccalaureate programs must have full time, tenure track positions as it relates to the ratio to
carry out the program's goals.

8. The membership rejected the idea of the 50% Ph.D. faculty staffing requirements. They also insisted
that the two years postmasters be maintained for practice professors, field coordinators, and academic
advisors. after reading the reports, the reason for this recommendation is easily ascertained. The market
for qualified Ph.D. faculty who has the desire and commitment to teach at the baccalaureate level is
limited. The members must possess the passion to nurture students academically and professionally.
Baccalaureate faculties also have a heavy teaching load and numerous academic responsibilities, which
are different from graduate faculty. Baccalaureate program directors realize a portion of trained BSW
faculty wlil move to MSW programs and eventually become directors and deans of schools of social
work. We are very proud of the advancements in employment for Ph.D. faculty. Baccalaureate programs
feel that experienced BSW faculty strengthens the teaching pedagogy of not only BSW programs but
also masters programs. However, for many reasons that must be studies, we still attract an insufficient
number of people who are obtaining a Ph.D. Graduate programs do not seem to be attracting enough
students in Ph.D. programs to adequately staff doctoral programs, masters programs, and
baccalaureate programs staffing needs. Many small programs firmly state in their letters that if the 50%
Ph.D. requirement is implemented, their programs will close. It is critical that we produce qualified
social workers throughout the social service delivery systems in rural and urban areas. Many Ph.D.
faculty n today's competitive market are not attracted to the small rural areas. However, these same
areas are in desperate need for qualified social work practitioners. If rural programs closed, then the
vulnerable populations are actually the ones who lose. Finally, institutions should determine the
entrance criteria for their faculty. Most institutions have tenure and promotion guidelines that are in
place. Universities must retain the right to determine who should teach n their institutions not CSWE.
The decisions of whom should receive rank, tenure and promotion must be made by specific college
administrators and faculty. The decisions usually are directly related to locale, availability of personnel,
and the mission of the institution.

BPD recommends that the Ph.D. requirement be eliminated in the proposed draft. CSWE must
conduct a study to determine the Ph.D. market and how that effects staffing patterns for
graduate, masters, and baccalaureate levels. In addition, CSWE must develop marketing
strategies to recruit and retain PH.D. candidates. If the market can determine that Ph.D.
candidates become available to meet all staffing needs of social work education then and
only then should this requirement be considered.

Continued on the next page...

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