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Catholic Social Teaching (CST), by virtue of its convergence with social work values and ethics, is a valuable resource for strengthening the social justice content of social work education. This paper describes how CST is complementary to the NASW Code of Ethics, foundational to the Integrative Framework (a generalist practice model), provides substance to the Core Competencies as defined by the Council on Social Work Education, and operationalizes justice in the classroom. [ABSTRACT FROM AUTHOR]

This paper describes the congruency between Catholic social work education and Catholic social teaching. Schools of Social Work in Catholic institutions prepare students for social work practice in ways that are compatible with the call to justice, the goals of Christian service and the tasks of the Catholic Church's social teaching. Articulating the connections between Catholic social teaching and social work education is an important starting point for understanding the importance of social work education to Catholic colleges and universities. [ABSTRACT FROM AUTHOR]

Two years ago, the School of Social Work embarked upon a new and challenging initiative to create sustainable structural changes that enrich gerontological learning experiences for all our BSW and MSW students, faculty, fieldwork instructors and community practitioners. We envisioned that participation in this initiative would enable us to expand and embed geriatric content in the undergraduate and graduate curriculum, to increase our geriatric fieldwork placement opportunities, to evaluate and enhance our teaching and learning resources on aging, and to develop two new aging specific courses. Having reached our third year of operation, we find ourselves reflecting on what have been our successes, what could we have done differently, and where do we go in the future. This article will describe our process of developing a model of curriculum change that will guarantee a place for aging in both our undergraduate and graduate curricula. [ABSTRACT FROM AUTHOR]

The article presents a response to sociologist Charles Cowger's views on accreditation standards and social work education at research universities. It discusses Cowger's major points about accreditation standards and social work education at research universities in terms of university context, the role of accreditation, prescriptions and autonomy, diversity of ideas and values and the promotion of quality assurance. The author states that within this context one should understand professional education and the role of accreditation in ensuring that values, the identity and "duties to society" of professional social work are not lost among many responsibilities of the university. Contrary to Cowger's view that actions of accreditation will shape the future of social work educational research universities, the future of social work in all institutions will be formed exclusively by their organizational response to standards that guide preparation for social work practice. The author adds that universities do have a tendency to ignore societal context, schools of social work at research institutions are often valued for providing a framework for community involvement and creating both a social and an economic impact in the surrounding regions.

The article focuses on "freestanding" status of schools of social work. Autonomy is automatically linked to programs that are freestanding and independent. It is also tied to the concepts of quality and excellence, self-determination, strong leadership, and prestige. These qualities are coveted by schools of social work and sought after by their parent institutions. Autonomy is a prized quality that affects all aspects of an organization and, therefore, can be considered a significant resource for organizational management. A review of the professional literature on the organization and environment of higher education institutions reveals that autonomy, organizational status, and position in an institution significantly affect resources, the development of external relations, prestige, visibility, student admissions, personnel, governance and decision making, professional accreditation, and curriculum delivery. Equally important, most freestanding schools have full control over income generated by off-campus and continuing education activities, as well as funds generated by research and grant activities.

The article presents the response to Irving Piliavin and Marsha Seltzer, for they asserted that the issue of organizational structure is inconsequential if the "right conditions" exist. One major concern relates to their characterization of their position at the University of Wisconsin-Madison as representative of the advantages of being an administratively subordinate school. Concerns with declassification and restructuring of schools of social work do not emphasize the existing organizational structure of the highest ranked schools. The concern is for the myriad of programs that do not enjoy an environment of "right conditions." It is in the subordinate schools and departments- those that do not have high standing in their academic setting, that do not have generous budgets, and that lack institutional support for and understanding of the needs and complexities of professional graduate social work programs-that the threats of declassification or restructuring are of paramount concern.

Research administrative supports must parallel and reinforce faculty initiatives in research grant procurement. This article features several types of developments that draw on presentations at the National Association of Deans and Directors of Schools of Social Work meetings. Key changes in social work programs are addressed, including the growing research portfolio, the growing number of centers and institutes, and National Institutes of Health funding. Mission- driven strategies are seen as essential to building effective research cultures and diverse research funding. Key developmental steps in building more robust research climates and cultures are cited in briefcase scenarios. The article describes several features of research infrastructures and administrative supports that range from associate dean for research to research administrators. [ABSTRACT FROM AUTHOR]