The online Master of Social Work (MSW) program provides the same quality professional education that our campus-based programs offer. We proudly educate social work professionals to work effectively with diverse individuals, families, groups, organizations, and communities to optimize human potential for productive participation in society. Our Advanced Generalist Curriculum prepares students for effective advanced intervention with client systems of various sizes and to work in any setting where social workers are employed.
The online MSW program is ideal for working professionals, single parents, and anyone looking to enhance or move into careers such as health care, education, mental health, child care, substance abuse, child welfare, employee assistance programs, the military and other human service oriented environments. The online environment provides new learning opportunities and creates direct relationships between students and instructors.
The flexibility that online education provides can make earning your MSW a reality.
All online courses are designed by full-time faculty in the Department of Social Work. Additionally, full-time faculty share responsibility for teaching the core social work online courses and also provide guidance, mentorship, and oversight of all courses taught by faculty outside the Department to guarantee exceptional educational quality. Maintaining a personal connection with each student is a priority for our faculty. Doing so in an online environment presents challenges but also unique opportunities. We provide personal connections through use of technologies such as Skype and Zoom to provide advising and mentorship that is essential to becoming a professional social worker.
Social Workers practice in a very wide variety of employment settings including advocacy networks and organizations, child care, child welfare, disability, education, health care, employee assistance programs, juvenile and adult criminal justice, mental health, substance abuse, the military and other human service oriented environments. Additionally, national labor statistics demonstrate faster than average occupational growth through 2020 for social workers.
Graduates who wish to become a Licensed Clinical Social Worker (LCSW) must complete a minimum of two years of work experience under the supervision of a LCSW, and then satisfy the specific requirements imposed by the state(s) in which they hope to practice. Individual state requirements vary, but each includes a fee. We strongly encourage you to become familiar with the licensure requirements expected in the states in which you expect to practice. To easily view the requirements of each state, please visit the Association of Social Work Boards (ASWB) website.
For your convenience, here are an additional pair of links that provide general information about licensure in each of the United States: http://www.socialworklicensure.org/ and http://socialworklicensemap.com/ We strongly recommend that students also contact your state licensure board to investigate their specific requirements.
Students are required to complete two field internships at a program or agency in their local community. Students will work with Department of Social Work’s field office to identify acceptable field sites. Find out more information on field internships by visiting https://online.unh.edu/master-of-social-work/field-internships
The program will take 28 months to complete if you start in either the fall or spring, 29 months if you start in the summer. This assumes that you take two courses per term during each of the five annual UNH Online 8-week terms.
Currently, no there is not an Advanced Standing option for online-only students.
Credit Transfer Policy: Once admitted, students can request transfer consideration for a maximum of two non-UNH courses. Transfer Credit Requests are evaluated by the Social Work faculty and the Dean of the Graduate School.
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JoAnne Malloy, Ph.D., is a Clinical Assistant Professor at the UNH Institute on Disability and Department of Social Work. She has over 30 years of experience in community-based employment and youth transition practice, research, evaluation, and management. She has also directed four nationally funded projects in youth transition, employment of individuals with serious mental illness, and dropout prevention (with a focus on youth and young adults with serious emotional disturbance). JoAnne was part of the team that developed the RENEW (Rehabilitation for Empowerment, Natural
Supports, Education, and Work) model in 1996 and has since developed and directed projects that have continued to refine and expand implementation and evaluation of the RENEW model. She is the author of over 15 journal articles and co-author of four book chapters focused on transition and youth with serious emotional disturbance and consumer choice and control models.
Clinical Assistant Professor, Substance use Disorders Graduate Certificate Program DirectorSee courses taught by Brian Miller
Ms. Tappan is a Senior Manager with ICF, International and Deputy Project Director of the Child Welfare Information Gateway, a service of the Children’s Bureau. In this role, Ms. Tappan directs a national team of child welfare and information specialists responsible for the development and maintenance of web and print content focused on child welfare program and practice issues, as well as responses to informational inquiries from professionals in State and Tribal agencies, national organizations, government officials, and the media. Prior to joining Information Gateway, Ms. Tappan lead the Bureau of Organizational Learning and Quality Improvement for New Hampshire’s Child Welfare/Juvenile Justice agency overseeing data, research, policy, training and QA/QI activities statewide. In 2012, Ms. Tappan received the agency’s Spirit of New Hampshire award for Leadership and Excellence.
Ms. Tappan has U.S. and international experience managing, implementing, monitoring and evaluating programs and policies, as well as providing training and technical assistance in a variety of human service settings. Her career experiences span government, non-profit, and for-profit environments, and both primary and higher education. She has a successful track record promoting team, organizational and community learning, engaging key stakeholders in complex, collaborative partnerships, and defining system/project accountability measures that drive quality. Ms. Tappan has conducted research and program evaluation on topics; such as workforce development, organizational culture and climate, development of inclusive communities, and the intersection of child welfare and the developmental disabilities fields. Her articles have been published in the Children and Youth Services Review and the journal Social Work, as well as Child Welfare 360. From 2009 – 2011, Ms. Tappan served as a Fulbright Program Specialist in Kyrgyzstan where she collaborated with the Ministry of Social Protection, National Association of Social Workers, U.S. Embassy, and local NGOs to design, implement and evaluate a family-centered model of practice for the care and protection of children. This included working with higher education faculty to develop and implement a 3rd year social work specialization in children and families and training for local, regional and national child protection professionals from across the country. An article detailing Ms. Tappan’s experiences was published in the The Spektator, November 2011.