Annual Conference

Chair: Natasha Mendoza (Arizona State University)

Co-Chair: Jeffrey Steen (Simmons University)

Addictions are complex phenomena that are often interrelated with other social and psychological problems. They affect and are affected by individuals, families, and broad social systems. People can become addicted to alcohol, tobacco, and other drugs as well as to processes such as gambling, eating, and so forth. Given the ubiquitous effects of the various addiction-related issues, it is important for social workers to be familiar with them. Therefore, social work educators need to be able to incorporate content on the addictions into their courses to adequately prepare students for practice.

The addictions track is a forum that fosters the exchange of ideas and knowledge related to the addictions. This track welcomes proposals that address the etiology, prevention, or treatment of addictive behaviors as well as those that address ways of teaching this material across the curriculum.

Chair: Ebonnie Vazquez (West Chester University of Pennsylvania)

Chair: Kendra Flores-Carter (California Baptist University)

Social work research and practice are expected to be guided by social justice traditions. Accordingly, social work research and practice attend to the most vulnerable populations in society. The lived experiences of African Americans in the United States are shaped in part by the historical legacy of national servitude, Jim Crow segregation and discrimination, and contemporary tensions regarding race. These experiences have contributed to the disproportionate representation of African Americans among the nation’s disadvantaged and most vulnerable. Other citizens of the African Diaspora have often experienced similar devastation of their native and cultural strands. Given that African Americans and, similarly, people of the African Diaspora carry a different life experience tied to the Diaspora, how are cultural competencies that deal with these groups in the United States and global contexts advanced? How do social work and social welfare become mindful, respectful, and progressive in such engagements?

The intersection of racial and/or ethnic identity with other primary identities such as gender, nationality, sexuality, and social class has further marginalized African Americans and other citizens of the African Diaspora worldwide. Topics of exploration for presentation in this Track include the assumption and functioning of these multiple identities on individual, familial, communal, and societal roles and cross-cultural and cross-national frameworks. The Track also seeks to address historical and contemporary social work research and/or practice with African Americans and citizens of the African Diaspora. At the core of these proposals should be an examination or analysis of the role and importance of social work education as a mechanism for promoting social and economic justice, engaged scholarship, and culturally sensitive practice.

Chair: Meirong Liu (Howard University) 

Co-Chair: Keith Chan (Hunter College, City University of New York)

The Asian American/Pacific Islander (API) Track covers the following themes: (1) critical analysis of social work theories and practices in an Asian contexts; (2) advancement of the knowledge base and application of cultural competencies in social work practice with Asian populations; and (3) the search for the meaning of indigenizing social work practice, particularly considering culture from local to global perspectives, as the core of social work practice in Asian communities.

The goal of API Track activities is to bridge eastern and western philosophies/paradigms about social work, seeking to identify evidence-based and culturally competent knowledge and skills; and to promote social work practice that is innovative and ethnically relevant for the advancement of social work education, practice, policy, and research.

Chair: Amy Traylor (University of Alabama)

Co-Chair: Taylor Ellis (Jacksonville State University) 

The purpose of this Track is to showcase the impact of baccalaureate social work education and the BSW/BSSW experience in the classroom, in the practice community, and in graduate education. It demonstrates baccalaureate social work education in the areas of (1) curriculum and field instruction, (2) leadership, (3) evaluation and research, and (4) social work pedagogy as they are relevant to the advancement of social work.

This Track seeks to convey information that examines and supports baccalaureate social work education as the foundation for social work practice and education. Proposals submitted should also examine or analyze the role and importance of undergraduate social work education as a mechanism for promoting social and economic justice and social change.

Chair: Barbara Pierce (Indiana University–Purdue University Indianapolis)

Co-Chair: Ivis King (Clark Atlanta University)

The means to accomplish the mission of child welfare in addressing child protection, in-home family preservation, foster care, adoption, and so forth are the subject of continuing debate among social work researchers, educators, social theorists, policy makers, and practitioners. Two important but contradictory trends have emerged. On the one hand, families confront an array of increasingly complex social problems that frame the context in which child welfare staff members deliver services. On the other hand, the rapid deprofessionalization of child welfare has resulted in decreasing professional credibility of child welfare staff members and the quality of services provided to the children and families they serve. Ultimately, the service delivery quality of child welfare programs reflects the value for and the level of education, training, and competence of the staff employed.

This Track addresses the relationship of social work education to a range of child welfare issues, including (1) practice issues, (2) basic and applied research, (3) theory development, (4) university/agency collaboration, (5) leadership/networking to set a meaningful national agenda, (6) professionalizing child welfare staff, (7) implications of changes, and (8) other areas or innovations pertinent to child welfare. A national network of schools of social work and agency partnerships has emerged through Title IV-E child welfare projects. This Track is an opportunity to enhance networking, debate, collaboration, and expanded influence in child welfare.

Chair: Laura Danforth (University of Arkansas at Little Rock) 

Co-Chair: Stephen Oby (Salisbury University) 

The Clinical Practice Track addresses issues relating to clinical/direct social work practice and clinical social work practice education. Of particular interest are abstracts that focus on clinical practice with children and families and clinical practice research.

Additional areas of interest are (1) conceptual models and practice interventions with children and adult trauma survivors—especially survivors of childhood sexual abuse, (2) neuroscience and clinical practice, (3) integrated use of technology in practice and practice settings, (4) ethical practice dilemmas, (5) teaching clinical/direct practice in educational settings, (6) social work roles in the practice environment, (7) other innovative direct practice interventions and service models, and (8) emerging intervention needs identified by 

Chair: Susan Nakaoka (Sacramento State University) 

Co-Chair: Kerri Evans (University of Maryland, Baltimore County) 

This Track addresses the application and evaluation of techniques in administration, development, management, organizing, and planning. Sessions represent local, national, and international perspectives such as those that: 

» identify, critique, and explore challenges and opportunities for social workers and educators in the field of community organization and social administration; 

» evaluate local, national, or international community practice venues such as grassroots community organizing, social administration, and/or policy advocacy; 

» explore strategies for strengthening social work's influence on social justice such as social capital, microenterprise, and other assets for people living in poverty; 

» assess innovative models of participatory, interdisciplinary, or interorganizational networks and collaborations; and introduce teaching models for administration and community courses.

Chair: Guillermo Sanhueza (Loyola University Chicago)

Chair: Jacoba Rock (Boise State University)

The Criminal/Juvenile Justice Track brings together educators, researchers, and practitioners who are interested in social work policy and practice in the justice system. It covers all aspects of social policy and social work practice as they relate to criminal and juvenile justice.

Presentations particularly seek to focus on the effects of social policy on justice system clients and their families and communities, as well as the larger society. Also welcome are presentations regarding advancing social work education and practice to provide alternatives to punitive criminal processing and sentencing.

Chair: Eunjung Lee (University of Toronto)

Co-Chair: Grace Yi (California State University, Fullerton)

The Cultural Competence Track stimulates and promotes innovative work on cultural competence that facilitates dialogue, exploration, and identification of new directions for curriculum, leadership, research, and pedagogy. Philosophically, cultural competence is approached within a social justice perspective that addresses the roles of social power, context, diversity (e.g., ethnicity, class, age, gender, disability, sexual orientation), intersectionality, and empowerment.

Cultural competence is defined as processes that promote effective interactions with individuals of all cultures based on curiosity and respect about differences related to language, class, ethnicity (race), and religion. This perspective affirms the dignity of individuals, families, and communities and informs practice with individuals, families, groups, communities, and organizations in roles that include direct service providers, administrators, and change agents. As a resource for the development of the social work profession, this Track promotes critical thinking to enhance the development of a multisystem knowledge base in cultural competence for social work educators, researchers, and administrators.

Chair: Tarek Zidan (Indiana University) 

Co-Chair: Brie Radis (West Chester University)

This Track brings social, cultural, political, and inclusion issues into the framework of social work education and practice. Presentations cover a broad-based spectrum of disability issues, with special emphasis on: 1) Curriculum issues about social work practice with persons with disabilities; 2) Procedures for supporting full participation of students and faculty with disabilities in educational environments; and 3) New programs and services that improve the quality of life of persons with disabilities, and the implications of these programs and services for social work educators and practitioners.

Chair: Elisa Kawam (Arizona State University) 

Co-Chair: Mayra Reyes (The University of Texas Rio Grande Valley)

This Track focuses on social work research, education, and practice following disasters. Disasters can include natural, technological, and environmental disasters; large-scale transportation and industrial accidents; organizational crisis; mass violence; terrorism; warfare; and complex emergencies. Proposals that address issues of social justice related to access to disaster response/recovery services and resources are especially encouraged. Proposals on disasters in cross-cultural and international settings are welcome in this Track, as are proposals that focus on refining concepts and building theory in disaster social work. Research and evaluation proposals may describe case studies, qualitative or quantitative research, or a combination of approaches. Proposals are invited that discuss (1) preparing social work educators, researchers, and practitioners in the field of disaster social work; (2) addressing access to disaster services and resources for persons with a disability, including persons with cognitive/intellectual, mental health, or health disabilities and/or visual, mobility, or hearing limitations; (3) fostering disaster resilience through improving access to services and resources for otherwise vulnerable populations, including children, recent immigrants, people of color, low-income populations, and older persons; (4) perspectives on disaster prevention, planning, preparedness, response, or recovery; (5) educating the public; (6) fostering community disaster resilience and resistance; (7) handling organizational and interorganizational issues; (8) treating groups; (9) covering issues in disaster policy; (10) working with disaster volunteers; (11) providing field-focused services and field education opportunities; (12) assessing the relationship between disasters and social development; (13) building sustainable communities for future generations; and (14) determining the future of disaster social work.

Chair: Brenda Coble Lindsey (University of Illinois at Urbana-Champaign) 

Co-Chair: Christine Saladino (Eastern Oregon University) 

Accurate and effective assessment of students' professional competencies is crucial to the advancement of social work. This Track invites proposals that facilitate continual development of tools for use in assessing students' acquisition of the nine CSWE Educational Policy and Accreditation Standards competencies. We welcome proposals that specify how competencies are measured through (1) delineation of measurable practice behaviors for specific competencies; (2) standardized tools and assessment procedures; (3) conceptual, theoretical, and practical issues in competency assessment; and (4) innovative development in competency assessment.

Chair: Suk-hee Kim (Northern Kentucky University) 

Co-Chair: Rosalyn Bertram (University of Missouri)

This Track builds on the presentations and recommendations of the Symposium on Improving the Teaching of Evidence-Based Practice held in October 2006 in Austin, TX. The track covers the following themes:

Chair: Diane Hodge (Radford University) 

Co-Chair: Tina Chiarelli-Helminiak (West Chester University) 

This Track focuses on feminist scholarship and/or topics of concern to women such as feminist theory, research methods, and educational and practice perspectives. Possible topics include innovative and effective social work practices and educational models, histories of women in social work practice and education, strategies to address intersecting diversities, efforts to increase the presence of underrepresented populations at all levels of social work education, application of feminist theory and methods to diverse populations, and exploration of global contexts for women's participation in social work practice and education. The Track supports descriptions of innovations in feminist-informed program development, research, administration, and leadership as they relate to diverse female populations and strategies advancing the profession's commitments to social justice and equality in relation to women clients, students, faculty, and/or staff members. The Track also addresses socio-structural, political, economic, and/or cultural dimensions of women's lives.

Chair: Tami Radohl (Park University) 

Co-Chair: Roslynn Scott-Adams (The Catholic University of America) 

This Track seeks thematic papers, workshops, and research focused on (a) conceptualizations that expand the knowledge base of field instruction as experiential learning; (b) strategies, tools, and technologies for field instruction; (c) building the student's professional self through the field instruction relationship; (d) unique ventures in the school/agency partnership; (e) innovations in field advisement; (f) educating field instructors; or (g) experimental field education models.

Co-Chair: Christina Miyawaki (University of Houston)

Co-Chair: Kathy Lee (University of Texas at Arlington)

The Gero-Ed Track, sponsored by the Hartford-funded CSWE Gero-Ed Center and the Association for Gerontology Education in Social Work, recognizes the imperative to prepare social workers with competencies to enhance the health and well-being of older adults, their families, and other informal caregivers. The Gero-Ed Track covers issues related to aging and intergenerational social work research, policy, education, and practice, which have implications across a range of practice and educational settings and in national and international spheres. The Gero-Ed Track provides an opportunity for faculty, students, field supervisors, and practitioners to disseminate and gain gerontological knowledge and skills.

Gero-Ed Track proposals must clearly state the issue related to aging and older adults, demonstrate its importance to geriatric social work, advance the knowledge base of gerontological social work, demonstrate attention to issues of diversity, include evidence-based materials, and reference scholarly literature.

Chair: Carol Cohen (Adelphi University) 

Co-Chair: Brian Kelly (Loyola University Chicago)

This Track discusses innovative ideas in direct group work practice and in teaching for practice. This Track particularly seeks to discuss new theoretical models, empirical grounding (qualitative and quantitative), and social work programmatic and practice approaches that explore the unique qualities of group work in meeting the needs of oppressed and vulnerable populations.

Chair: Patricia Saleeby (Bradley University)

Co-Chair: Vinod Srivastava (Fort Hays State University)

This Track focuses on new knowledge/skills/ethical issues in education, policy, intervention/treatment, and supervision/administration at individual, family, group, and community levels in health care. Health care includes prevention, screening, assessment, treatment/intervention, rehabilitation, policy, and evaluation in the specializations of public health, physical health, mental health, and behavioral health across diverse settings, problems, and populations. Topics include risk/resilience, health disparities, genetics, alcohol and other drugs, mental health and mental illness, intimate partner violence, community violence, cognitive and behavioral disabilities, physical illness, interdisciplinary collaboration, institutional restructuring, job satisfaction, burnout, and turnover.

Chair: Tony Mallon (University of Georgia)

Co-Chair: Janelle Gibson (Washington University in St. Louis)

This Track focuses on the role and/or progression of social work educators in higher education administration or leadership roles in nonprofit leadership.

Chair: Tina Jordan (Bowie State University)

Co-Chair: Jennifer Elkins (University of Georgia)

The Human Behavior and the Social Environment (HBSE) Track advances knowledge to guide decisions about what social workers need to do and how they should do it. The comprehensive knowledge base of human behavior serves as the glue that holds the multiple facets of social work practice together. This Track encourages submissions that reflect new understanding of the multidimensional influences on individual and collective behavior and that promote excellence in teaching HBSE content and its relevance to social work. Presentations discuss theory and research about biopsychosocial-spiritual aspects of human behavior and encourage innovations in theory and research. They discuss the effects of globalization, the relevance of culture and diversity of various forms, advances in understanding the biological aspects of human behavior, developmental risk and protective factors and processes, specific challenges of living encountered in social work practice, and systems of inequalities and mechanisms of oppression. There are also presentations on theory and research about effective pedagogy for teaching HBSE content.

Chair: Lin Fang (University of Toronto) 

Co-Chair: Hadih Deedat (West Chester University)

The range of opportunities offered across the globe as well as traumas caused by war, revolutions, famine, terrorism, and economic difficulties have prompted the movement of thousands of people who have left their homes, migrating either across regions or across borders. Nations are faced with developing policies and programs to accommodate these waves of migration. Countries losing citizens must adapt to the drains on their respective workforces. Movements of people also provide unanticipated opportunities to nations that accept newcomers, many of whom bring substantial human capital. With special focus on the United States, this Track addresses (1) the experiences of immigrants, refugees, and displaced persons; (2) the social, economic, and political effects on the receiving nation; and (3) the effects of the immigrants' departures on their countries of origin. This Track covers theory, practice, and research that presents educators with the resources to provide social work students with an understanding of human migration and the skills to deliver services at all levels of intervention.

Chair: Debi Thibeault (East Tennessee State University) 

Co-Chair: Jeremy Vu (Oglala Lakota College) 

This track presents information on Indigenous and Tribal. Indigenous peoples are the original inhabitants of a land. Their societies, cultures, and nations predate the founding of the United States, Canada, Mexico, and other countries that have been established in their territories. As documented by the United Nations, Indigenous peoples are among the most disadvantaged and vulnerable groups in the world. They also have many strengths in their communities and cultures that must be recognized and incorporated into social work education. Presentations within this track include content on peoples indigenous to the United States (including Native Hawaiians and Alaska Natives) and from other regions. Topics include culturally relevant and respectful research with Indigenous peoples; recruitment and retention of Indigenous students in social work programs; Indigenous faculty and staff members in social work academia; contemporary social issues in Indigenous communities; the roles of social workers in Indigenous communities past, present, and future; and training social work students to work respectfully and effectively with Indigenous clients.

Chair: Karen Rice (Millersville University)

Co-Chair: Peggy Adams (Bowling Green State University) 

This Track focuses on international topics and issues. It addresses educational methods, collaboration, exchanges, comparative studies, and curriculum innovations that contribute to an international perspective on social policies and social work practice. The Track focuses on the role of social work education in fostering international understanding and cooperation through examination of the effects of economic and social globalization, national and regional political transformation, and worldwide technological developments on vulnerable populations. Sessions promote active involvement with global problems such as internal and transnational migration; cultural issues; local and international armed conflict; economic and social consequences of war; at-risk children, women, and men; racism; and substance abuse.

Chair: Lisa de Saxe Zerden (University of North Carolina)

Co-Chair: Aidyn Iachini (The University of South Carolina)

This Track aims to strengthen the areas of interprofessional practice, education, and research. Papers could be based on collaborative initiatives between social workers and other professionals to address micro and macro work related to social issues, ethical dilemmas across professions, examples that connect innovative ideas from other disciplines to the social work profession, and other related areas. Presentations also may focus on how researchers, practitioners, and educators explore and examine social problems, target populations, and practice interventions through an interdisciplinary lens, as well as how such teams recommend measures for social policy, education, and practice. In addition, conceptual papers based on experiences and lessons learned from interprofessional work that pertain to the theme of the conference and the Track will be considered.

Chair: Altaf Husain (Howard University)

Co-Chair: Olubunmi Oyewuwo (Northeastern Illinois University)

Islam continues to be one of the most misunderstood faiths, on one hand eliciting greater interfaith dialogue and, on the other hand, vitriolic anti-Islamic sentiments from some laypeople, leaders of other faiths, and elected officials. This Track provides a forum for social work practitioners and educators to engage in a mutually transforming exchange regarding teaching and the conduct of research about Islam, as well as the delivery of services to Muslims in America and the global community. This Track endeavors to create knowledge and develop theoretical frameworks and innovative models of service delivery aimed at ensuring culturally competent social work practice, research, and education.

Chair: Larry Ortiz (Our Lady of the Lake University)

Co-Chair: Monica Gutierrez (University of Denver)

This Track addresses the current situation of Latinos and Latinas in the United States from national and international perspectives. It seeks to highlight the contributions and strengths of this population as well as the existing socioeconomic inequalities among its members. The Track addresses the relationship of social work practice and education to a range of issues, including (1) Latino contributions to the United States; (2) globalization and its effects on Latinos in the United States and in Latin America; (3) issues of immigration; (4) differential access to work, health, education, and social services; (5) U.S.-Latin American relations and the effects on Latinos living in the Diaspora; (6) technology and its implications on Latinos; (7) innovative and interdisciplinary approaches that promote social inclusion of Latinos in all areas of society; (8) integration of Latino content into curricula; (9) Latino faculty in social work education; and (10) recruitment and retention of Latino students.

Chair: Micki Washburn (University of Texas at Arlington)

Co-Chair: Nomi Ostrander (University of Minnesota-Duluth)

This Track invites submissions that showcase research, theory, and pedagogies that inform all levels of practice with and education about people who are lesbian, gay, bisexual, transgender/gender diverse, queer, questioning, intersex, asexual (LGBTQIA+), and/or Two-Spirit/Native, as well as people of other marginalized genders and sexual identities. Papers exploring creative and innovative research, practice, pedagogies, and conceptual methods and models are encouraged. Presentations that highlight the strengths, diversity, and vulnerabilities of LGBTQIA+ and Two-Spirit people and communities are welcome. One goal of this Track is to share knowledge that encourages dialogue about the intersection of multiple oppressions such as racism, sexism, and ableism in the lives of LGBTQIA+ and Two-Spirit people.

Chair: Melissa Hirschi (The University of Memphis)

Co-Chair: Sam Odom (Tulane University)

The Military Personnel and Veterans, First Responders, and their Families and Communities Track promotes clinical, educational, policy, and scientific discussions as it relates to micro, mezzo, and macro social work practice and its applications to these populations.

Military personnel and first responders may operate in specific occupational environments that involve routine exposure to situations that may be stressful and traumatic. These situations may reflect an array of routine risks associated with serving in the military and its evolving operational environment, as well as responding to car accidents, interpersonal violence, exacerbations of chronic illness, substance abuse/dependence, etc. These exposures may be compounded by existing psychosocial needs (e.g., behavioral health, childhood trauma) including intersectionality (e.g., gender identity, ethnicity, sexual orientation). Military personnel and first responders may also experience juxtaposition whereby skills in their professions may present as challenging when interfacing outside of their primary duties. Veterans and military families experience unique strengths, challenges, and opportunities, including support networks, maintaining different roles, navigating person-in-environment, and self-care.

These populations have distinct organizational and operational factors related to their missions that oftentimes necessitate and result in very different services and policies. Communities may face challenges with provision of services (e.g., perceived stigma for some that may be associated with help seeking that may be reinforced by agencies or policies) and understanding of related policies (e.g., complications in maintaining ethics as it pertains to privacy/confidentiality) in order to work effectively with these populations.

This Track aims to enhance the quality of social work education for a professional practice contributing to individual, family, and community well-being, as well as understanding, supporting, and embracing the unique and necessary differences in social and economic justice among military personnel and veterans, first responders, and their families, organizations and communities.

Chair: Tammy Martin (Hawaii Pacific University)

Co-Chair: Tressa Diaz (University of Guam)

As one of the fastest growing racial groups in the United States, Native Hawaiians and Pacific Islanders (NHPI) have been a distinct racial category in the U.S. Census since 2010. This was a response to contentions that NHPIs were very different in social, economic, and health profiles from that of Asian Americans. As such, scholars examining social (Godinet et al, 2012; Mokuau, Garlock-Tuiali'I, & Lee, 2008), health (Godinet et al, 2020; Liu et al, 2012; Samoa et al, 2020), and justice issues (Halaevalu & Godinet, 2012) with NHPIs have strongly advocated for the disaggregation of these groups. Due to the variation in cultural, historical, diaspora, and political status contexts of NHPIs, social and health challenges manifest differently within NHPI groups and even more so with other racial groups. This recognition and fundamental understanding of NHPIs are essential in research and scholarship as they inform SW practice, policies, and SW education towards social justice, equity, and culturally relevant practice.

Disaggregating NHPI from other racial categories is about recognition of a group that has too often been ignored because of their relatively smaller numbers. Despite their size, the national level recognized NHPI as a race category given the aforementioned reasons. Unfortunately, CSWE has yet to acknowledge this separation. This renders a racial group who has experienced devastating losses, disparities in health and justice issues, to name a few, invisible. While overall the NHPI community continues to support efforts of Asian communities and First Nations and Native Americans towards justice and equity, it is essential that in the process voices/ scholarship on and of the NHPI community and scholars are not ignored, compromised, or marginalized.

As a profession that values and advocates for diversity, inclusion, social justice, and cultural relevance, recognizing the presence of NHPI and the need to ensure representation resonates with standard social work practice. Thus, adding an NHPI track to CSWE's Annual Program meeting would be a step in the right direction

Recommended Topics for NHPI Track:

» Advancing knowledge of cultural ways of knowing and doing that address social and health issues;

» Promote understanding of NHPI context as a racial group and as multiple ethnicities within a racial group. Consideration to how the varying contexts impact (i.e., assets and challenges) current status in the areas of, but not limited to, social, health, and justice;

» Contributing to knowledge on centralizing NHPI paradigms;

» NHPI and higher education (recruitment and retention).

This Track will be overseen by the chairs of Evidence-Based Practice.

This Track focuses primarily on program and practice evaluation, including social work education for evaluation. It aims to promote the furtherance of evaluation by addressing (1) innovative evaluation methods, designs, and models; (2) social work roles in program or practice evaluation; (3) controversial or ethical dilemmas inherent in evaluation, including diversity issues; (4) teaching evaluation practice in schools of social work; (5) uses of technology in evaluation; (6) building community capacity for evaluation by teaching community-based agencies; and (7) the uses and consequences of evaluation in social work.

Chair: Peggy Pittman-Munke (Murray State University)

Co-Chair: Cora Jackson (Walden University)

This Track seeks to showcase consideration of education, history, and practice related to rural issues. There is a real need to bring together people who have interest in diverse areas related to rurality. These include special issues related to education, such as recruitment and retention of faculty; development of field agencies, and values and ethical issues that are unique to rural practice. Papers related to the history of rural practice are especially important because much of this information is being lost. Other important topics are community and economic development, diversity issues (or lack of diversity), agency and board development in rural communities, the need for regional collaboration and networking, and the development of political influence regarding social and economic issues that are important to rural areas. Further areas of interest are the changing complexion of rural areas and the increasing complexity of service in what are becoming highly diverse populations in some rural areas.

Chair: Sharon D. Parker (North Carolina Agricultural and Technical State University) 

Co-Chair: Leyla Feize (The University of Texas Rio Grande Valley)

The Social, Economic, and Environmental Justice Track examines how social forces interact at multiple levels to foster or inhibit the creation of a socially just and inclusive society. Economic, social, political, cultural, discursive, institutional, among other forces are appropriate content to address. This Track includes empirical and conceptual scholarship that examines, theorizes and critiques current unjust conditions on many levels and advances theories, models, and practices that promote social, economic, and environmental justice. It is also interested in critically interrogating the historical and current role of social work in promoting social, economic, and environmental justice. Special attention is given to those populations who have experienced discrimination and marginalization. Implications for social work education (knowledge base, pedagogy, and student engagement), practice, and research are clearly articulated.

Chair: Stephen Monroe Tomczak (Southern Connecticut State University) 

Co-Chair: Shellye Sledge (California State University San Marcos) 

This Track discovers, examines, and describes (1) the rich and varied history of social work, social work education, and social welfare; (2) the effects of early services and policies on a problem or population group; (3) pioneers who made a difference in the profession; and (4) fresh insights on the history of women, persons of color, immigrants, or regional influences on social work practice.

Chair: Donna Aguiniga (University of Alaska, Anchorage) 

Co-Chair: Pilar Horner (Michigan State University)

The Social Welfare Policy and Policy Practice Track especially invites papers that deal with the teaching of advocacy and policy practice, which are core aspects of social workers' professional identity. The Track seeks to discover new directions and new evidence for making social workers' voices stronger in the halls of power.

Chair: Nidia Hernandez (California State University, Northridge)

Chair: Evelyza Crespo (Universidad Ana G. Méndez)

This Track invites proposals for papers to be presented in a Spanish–English bilingual format. Submissions in Spanish are subjected to the same review criteria as proposals submitted in English. Review criteria are found on the CSWE website or can be obtained from the CSWE staff. 

Proposals may draw on a range of topics that are of importance and interest to social work professionals, educators, and students with a focus on the intersection of practice, service, research, and theory that address social, cultural, political, and economic issues.

Proposals addressing cultural competence, transcultural and international perspectives, diversity, human rights, and social, political, and economic justice are encouraged.

Proposals that deal with the intersectionality and complexity of problems experienced by individuals, families, groups, and communities, and that involve or address multiple levels of political and socioeconomic structures are suitable for this track.

Proposals that address historical content and contemporary social issues and trends are also recommended.

Chair: Regina Trammel (Azusa Pacific University)

Chair: Autumn Maxwell (Lipscomb University)

Current definitions of spirituality from the social work education literature clarify the distinctions and connections between religion and spirituality. This allows social workers to acknowledge spirituality as a universal aspect of human experience and development that may or may not be expressed through religious beliefs and institutions. This Track disseminates the latest knowledge about cultural competence, theory, practice models, research, and curriculum development regarding spirituality in social work education. It also addresses contemporary social work practice as mediated by the interconnections between spirituality and global perspectives. In addition, dialogue on current professional controversies is encouraged, and this Track seeks to honor the diversity of religious and nonreligious paths.

Chair: Elizabeth Dungee-Anderson (Norfolk State University)

Chair: Dasha Rhodes (University of South Florida)

The Student Presentations Track provides BSW, MSW, and Doctoral and all student members and non-members with opportunities to share their experiences, gain connections for their post graduate path, foster mentorships, and give a formal voice to this essential group of CSWE members. This track would support the recent additions of the Student Board Members in 2021 and the Student Summit at APM 2022 and 2023, and develop more programs geared toward social work student’s needs.

Chair: Kristin Mapson (University of North Carolina at Wilmington)

Chair: Amy McLean (University of Alabama)

This Track invites proposals that share innovative, creative, and effective methods for conveying educational content, including strategies for addressing student learning styles and learning needs.

Chair: Johanna Baez (University of Colorado, Colorado Springs)

Chair: Melissa Earle (State University of New York at Stony Brook)

This Track encourages innovations in the use of a broad range of information and communication technologies (ICTs) in education and practice. For educational topics there is special interest in (1) the effectiveness of blended or hybrid learning, using multiple technologies (e.g., interactive video and online media) in delivering courses and programs; (2) lessons learned from the evaluations of multiple courses or programs over time; (3) empirical findings that address questions about which social work content can be delivered most effectively by different media (face-to-face, interactive video, online media, etc.); (4) how theory, methods, and skills are being taught in social work courses (particularly policy and practice) and programs using ICTs; and (5) which policies and practices are being developed and/or are needed to support the use of ICTs in social work education. In terms of practice topics there is special interest in studies of (1) the use and effectiveness of ICTs for social policy in social work practice, (2) the implementation and effectiveness of electronic patient/client records, and (3) policy and practice issues related to online clinical social work applications. Other topics related to ICTs in social work education and practice will be considered, particularly with a focus on promoting sustainability through the use of technology in social work education and practice.

Chair: Philip Mongan  (Austin Peay State University)

Chair: Wendy DuCassé  (Saint Louis University)

As higher education institutions enhance their civic engagement and community outreach to better connect their community service mission with their teaching and research missions, schools of social work should provide leadership and involvement derived from their legacy of community outreach and service that is tied to applied teaching and research. The literature of university–community partnerships, service learning, civic engagement, and the role in and impact of higher education on communities has grown significantly in recent years, and schools of social work need to connect with this academic dialogue within their institutions and discipline, as well as across institutions and disciplines. This Track also demonstrates social work education’s role in university–community partnerships through (1) curriculum and field education, especially community-based or agency-based field laboratory or group models and initiatives; (2) leadership and administration that reflect social work program leadership of or significant engagement in institutional community partnership centers, institutes, or projects; (3) evaluation and research that assess community partnerships or promote engaged scholarship that benefit community partners in measurable or demonstrable ways; and (4) social work pedagogy that develops and shares ideas and approaches for service learning, university civic engagement, interdisciplinary collaborations, and higher education that affect communities and their issues.

Chair: Bibiana Koh (Salisbury University)

Chair: Shannon Johnson (University of Colorado, Colorado Springs)

This Track welcomes proposals for novel and thought-provoking presentations, workshops, and panel discussions pertaining to values and ethics in social work theory, research, practice, and pedagogy. Topics of particular interest include the following:

» Effective frameworks for analyzing and managing value conflicts and ethical dilemmas in social work with individuals, families, groups, organizations, communities, governments, and other systems

» Teaching methodologies, classroom exercises, and tools for evaluating ethics-related competencies (in furtherance of the 2008 Educational Policy and Accreditation Standards competencies)

» Research on how social work students, practitioners, and agencies identify and deal with value conflicts and ethical issues in the classroom or the field

» Analysis of current ethical issues related to globalization, technology, health care reform, poverty, immigration, grassroots movements (e.g., Occupy Wall Street), addictions, family violence, interprofessional conflict, evidence-based practice, political fragmentation, or particular diversity groups (based on ethnicity, race, culture, sexual orientation, gender identity and expression, religion, disability, citizenship, etc.)

» Essential history and theory of ethics and values in social work (what social work educators need to know to flourish as stewards of the profession)
 

Some presentations from this Track may be eligible to provide Continuing Education for participants requiring ethics and values credits.

Chair: Elizabeth Brillon (Flood) (University of Kentucky)

Chair: Viola Lindsey (California Baptist University)

The Violence Against Women and Their Children Track serves as the focal point for the exchange of knowledge about the relationship of social work education to the fields of domestic and sexual violence, which includes adults and adolescents in heterosexual, same sex, married or dating relationships. This Track addresses policy and practice issues, research, theory development, university–agency–community collaboration, and effective teaching about issues affecting survivors of abuse, perpetrators, and children exposed to battering behavior. Such attention to these issues can be U.S.-focused or globally focused, taking cultural diversity into consideration.