Program Overview
PhD in Social Work
The objective of the PhD in Social Work is to prepare scholars for teaching and research careers in social work and related social and behavioral sciences. The program is highly interdisciplinary, and students have the opportunity to learn from faculty at the forefront of advances in practice and policy impact in areas such as social and economic development, gerontology, health disparities, mental health, child and family welfare, violence prevention and intervention, and international social work.
Overview
Our PhD program combines intensive study with personalized mentoring to prepare the next generation of scholars across the nation and around the world with the skills needed to effect change and advance social justice. We have a very high completion rate. Most of our graduates go on to academic positions, where they pursue a rigorous research agenda while teaching and providing service and leadership to the school and the profession.
Admission Requirements
A completed master's degree in social work or a related field is required of all applicants for admission. Post-master’s experience in social work at the micro, mezzo or macro level is highly valued. The deadline for applications to the PhD in Social Work is December 1 of the year preceding enrollment.
Degree Requirements
Students need a minimum of 74 graduate credits for a PhD from the Brown School. This total includes 21 master's-level credits. While in the program, the student takes a variety of theory and research methods courses, plus 15 units of elective credits, at least 3 units of which must be taken outside of the Brown School. Electives may include classes in psychology, psychiatry, public health, anthropology, education, law, economics or political science. Teaching practica, research assistantships, and the writing of an "area statement" round out the required credits. Competence is assessed through a qualifying examination and the defense of the dissertation.
Curriculum
The curriculum at the Brown School emphasizes substantive, theoretical and methodological preparation. Courses may include the following:
- Introduction to Advanced Research
- Conceptual Foundations of Social Science Research
- The Role and Use of Theory in Applied Social Research
- Foundations of Data Analysis
- Applied Linear Regression Analysis
- Data Management
- Professional Development
First Year of Study
The first year of study includes basic principles of research, statistics and measurement as well as theoretical orientations and content underlying the knowledge base of social work and social welfare.
Second Year of Study
The second year turns to a more individualized program of study. A curriculum plan is developed by each student and their advisor, and it focuses on an area of specialization within the field of social work.
Interdisciplinary Orientation
The orientation of the PhD program is interdisciplinary, requiring 15 credits of course work in the social sciences. Social science courses related to the student's developing area of specialization are selected. Courses in research methodology, research and teaching practica as well as specialized courses also help to build the student's expertise as a social work scholar.
Mentored Experience Requirements (MERs)
As part of their degree requirements, PhD students must complete a program-defined Mentored Experience Requirement (MER) as per these guidelines. The Mentored Experience Implementation Plan (MEIP) is the written articulation of a program-defined degree requirement for PhD students to engage in mentored teaching activities and/or mentored professional activities, collectively referred to as
Philosophy of Teaching
Social Work and Public Health Sciences PhD programs provide students with practical mentored research and teaching experiences. Students develop methodological and analytical skills in courses that provide discipline-specific historical context, theoretical and conceptual underpinnings, and philosophy. The programs also foster professional acculturation, soft-skill development, and network building.
Preparatory Engagement
Preparatory Engagement activities are those that represent an introduction to the foundational skills associated with teaching or communication. Pedagogical preparation engagement activities are normally completed before students are permitted to engage in assisting or teaching in a classroom.
PhD students fulfill the Preparatory Engagement through a sequence of teaching activities. Students in their first year achieve basic instructional competencies through the following experiences:
- New student orientation
- Professional Development Course: BSDC 8800 (fall, first year)
- Professional Development Course: BSDC 8801 (spring, first year; can be concurrent with the first AI engagement)
Mentored Teaching Experiences (MTEs)
Assistant in Instruction (AI)
An Assistant in Instruction (AI) is a PhD student who is directly engaged in the organization, instruction, and/or support of a semester-long course primarily taught by a faculty member. An AI receives mentorship from a faculty member related to best practices in classroom engagement, instruction in the field, interpersonal engagement, and other relevant skills. Students and mentors complete a mentorship plan prior to the start of each AI experience. To complete each AI assignment and to ensure that it applies toward their degree requirements, students must register for the appropriate course number for each semester of engagement.
Students complete three required AIs via teaching practicum courses (BSDC 9003, BSDC 9004, and BSDC 9005) under the guidance of an experienced faculty, starting in the spring of the first year.
Required Pathways for Completion
Students work with their faculty mentor and their Director of Graduate Studies to plan how and when they will complete their MERs. Students register during the normal registration period for courses in accordance with one of these approved pathways.
Optional Activity: Teaching Intensive Pathway (TIP)
The TIP is an optional pathway for those students whose career interests lie in academia or another field that would benefit from extended teaching experiences. This immersive experience allows students to further explore the breadth and depth of teaching best practices and pedagogy related to their respective field. Students who are interested in participating in this elective experience must formally request to participate, which is subject to program approval.
Students have two options to complete the TIP:
- One Mentored Independent Teaching Experience (MITE)
After completing all three required teaching practicums, eligible doctoral students may enroll in BSDC 9501 Mentored Independent Teaching Experience (MITE) with approval. - Two Mentored Assistant Teaching Experiences (MATEs)
After completing the required AI/Practicum teaching experiences, students may seek additional experience assisting in the teaching of core courses. The unpaid BSDC 9500 Mentored Assistant Teaching Experience (MATE) exists to meet school needs, not just the learning needs of the students. Students have the option to complete two MATEs to meet the requirements of the optional TIP.