phd social work windsor

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Related career(s), university of windsor - faculty of graduate studies, social work, program information, admission requirements.

* The entrance grade may change from year to year. Please contact the school for further information. * We make every attempt to provide accurate information on prerequisites, programs, and tuition. However, this information is subject to change without notice and we highly recommend that you contact the school to confirm important information before applying.

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Social Work, MSW, PhD, MSW/JD

University of Windsor, Canada

• Study options for Social Work
• About Social Work
• Entry requirements for Social Work

Courses you may be interested in at other institutions

Other courses at university of windsor, study options for this course, about social work, msw, phd, msw/jd - at university of windsor.

Social Work is both the art and the science of providing services designed to assist people individually and in relationship to their environment. It is a growing and challenging profession committed to the improvement of the quality of life for individuals, families, communities and society.

The mission of the School of Social Work is to promote social justice through quality professional education, advocacy, community partnerships, and the development and dissemination of knowledge.

The University of Windsor has a variety of BSW, MSW and PhD programs to choose from.

All of our BSW and MSW programs are fully accredited by the Canadian Association of Social Work Education (https://caswe-acfts.ca/). Graduates are eligible for membership in the Ontario Association of Social Workers (https://www.oasw.org/Public/Home.aspx?hkey=4b236f11-9876-406c-a3fb-bba1ab594aa2&WebsiteKey=2972de80-ec0d-471a-9a23-49e5f3840d8a), the Canadian Association of Social Workers (http://www.casw-acts.ca/) and are eligible to apply for certification to the Ontario College of Social Workers and Social Service Workers (http://www.ocswssw.org/).

Notes about fees for this course

Fees are an estimation and are based on tuition for sixteen (16) months or four (4) academic terms. Does not include Incidental Fees ($2,000*), Textbooks ($2,000*), Living Expenses and Meals ($12,000*).

* Incidental Fees, Textbooks, Living Expenses and Meals are approximate.

Entry requirements

Students must meet the admission requirements for both the MSW and JD programs.

MSW Admission requirements:

Bachelor of Social Work degree or a 4 year Honours Degree in a related discipline

Minimum grade point average of 73% based on the last 20 courses of the qualifying degree (BSW or 4 year Honours degree in a related discipline)

1 statistics course related to Social Sciences

1 research methods course related to Social Sciences

JD Admissions Requirements:

Law School Admission Test Score (LSAT) written within the last six years at the time of application

Additional Materials:

Two Referee Assessment Forms, resume and personal statement/work study plan. Please review School of Social Work for additional requirements. GRE or MAT is recommended for graduates of universities outside of Canada and the USA, and for any applicants with a grade point average below the required B.

Working Professionals: For details on the Working Professional program please contact the Centre for Executive and Professional Education: http://www.uwindsor.ca/msw/

For information on the M.S.W./J.D program: http://www.uwindsor.ca/socialwork/420/master-social-workjuris-doctor

English Language Proficiency

The following are many different types of English proficiency tests that the university accepts with the minimum required scores:

TOEFL - 250, IBT-100

Pearson: 68

ELIP: For more information on ELIP, click here: http://www1.uwindsor.ca/celd/elip-levels

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• School of Social Work

PhD in Social Work

OUR MISSION

‘’The mission of the School of Social Work is to promote social justice through quality professional education, advocacy, community partnerships, and the development and dissemination of knowledge through enquiry.’’

OUR PROGRAM OFFERS

• Broad epistemological paradigms that promote critical thinking and inquiry
• Development of diverse and rigorous research methods to address current practice and policy issues
• Mastery of a substantive area of social work and effective knowledge translation
• Opportunities for research collaboration with faculty scholars and community partners

WHY CHOOSE PHD AT THE UNIVERSITY OF WINDSOR?

• The School of Social Work at the University of Windsor is a dynamic and progressive leader in social work education
• Committed to partnerships and the development of knowledge for the betterment of society
• The school’s location on an international border is geographically unique, creating research and leadership opportunities with a broad North American context
• Overarching framework of civic engagement, the PhD program prepares students to make significant contributions as leaders in academia, research, practice, social policy, or administration 

The University of Windsor sits on the traditional territory of the Three Fires Confederacy of First Nations, which includes the Ojibwa, the Odawa, and the Potawatomie. We respect the longstanding relationships with First Nations people in this place in the 100-mile Windsor-Essex peninsula and the straits – les détroits – of Detroit.

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Home > FAHSS > SOCIALWORK > SOCIALWORK_ETD

Social Work Electronic Theses and Dissertations

Theses/dissertations from 2023 2023.

Predictive Validity of CU Traits on Conduct Disorder-Related Antisocial Behaviors in Canadian Adolescents: Advancing Understandings Relevant to the DSM-5 Specifier With Limited Prosocial Emotions , Derek Campbell

Exploring Paradoxical Advantages of Latin Americans in Canada: Secondary Analytic Expositions of Contextualized Resiliencies and Vulnerabilities , Keren M. Escobar

An Exploration of Encounters Between People with Lived Experience of Mental Illness and Police Officers , Sarah Faubert

The Role of the Social Worker in Long-Term Care in Ontario: An Exploratory Qualitative Study Examining Perspectives of Social Workers About Their Roles. , Candace Hind

Exploration of the Relationship between Social Support and Healthcare Utilization Among Adult Immigrants to Canada , Naomi Ruth Levitz Shobola

Mental Illness Through the Eyes of Iraqi Ontarians: Unheard Voices for Conventional Mental Health Supports , Mohamad Musa

Theses/Dissertations from 2022 2022

Preserving My Arab Self While Finding My Home in Canada: First Generation Recent Arab Immigrant Emerging Adults’ Perspectives on Acculturation Experiences and Canadian Society’s Role in Fostering Equitable Participation , Riham Al-Saadi

Examining Tension in the Provision of Palliative Care: Social Workers’ Experiences , Michael R. Bennett

Theses/Dissertations from 2021 2021

Predictive Effects of (Neo)Colonialism and Other Forms of Structural Violence on Involuntary Contacts with the Criminal Justice System in Canada: A Statistical Analysis with an Autoethnographic Perspective , Amy M. Alberton

Theses/Dissertations from 2019 2019

Factors Affecting Health Care Access among Transgender People in the United States , Luisa Kcomt

Peer influences on antisocial and prosocial behaviours in group home foster care: evidence of greater protections in better resourced homes and higher income neighborhoods , Gershon Osei

Theses/Dissertations from 2018 2018

Examining the Socioeconomic Patterns of Service Utilization among Canadian Women at Risk for Developing Eating Disorders: A Prevalence Study , Jenni Hotte

Critical Thinking in Social Work Education: A Delphi Study of Faculty Understanding , Patricia Louise Samson

The Praxis of Privilege: How Social Workers Experience their Privilege , Akin Taiwo

Theses/Dissertations from 2016 2016

Parent Perceptions and Experiences in Child Custody Decision-Making , Beth Archer-Kuhn

Theses/Dissertations from 2009 2009

Recovery from mental illness – The experiential perspective , Jean Laforge

Experiences of Mennonite immigrant women accessing and receiving services in the mental health care system in Essex County , Diane Quadros

Theses/Dissertations from 2008 2008

A qualitative examination of best practices in the provision of specialized mental health services to individuals with a dual-diagnosis in London and Middlesex County , Tara-Ann C. Glasgow

An evaluation of the Family Well-Being program at the Windsor-Essex Children's Aid Society , Jennifer L. Walker

Theses/Dissertations from 2007 2007

Social correlates of depression and suicide among youth: A meta-analytic review. , Adelina Greco

Voices from the field: Exploring how social workers articulate their practice. , Colleen A. Mitchell

Coping strategies of single mothers of children with Attention-Deficit/Hyperactivity Disorder (ADHD). , Michelle Dawn Sullivan

Theses/Dissertations from 2006 2006

Perceptions of health and environmental contamination on the Aamjiwnaang First Nation reserve (Ontario). , Kizzy Bedeau

Acquired brain injury: Journeys from pre-injury to return to work. , Catherine Boyce

How consumers understand private security: The case of an Ontario neighbourhood security program. , Jeffrey G. Brown

Ontario Domestic Violence Protection Act: An analysis of discourse. , April Girard

Governing female sexuality: Prostitution, problematic associations and the subcommittee on solicitation laws. , Olga Marques

Apparent lesbian performances, heteroflexibility and sexual identity: Fluid sexuality among young women in public places. , Allisa Scott

Race/ethnicity as a predictor of time spent in out-of-home care: Meta-analytic support for ethnic sensitive practice. , Laura Wygiera-Mitchell

Theses/Dissertations from 2005 2005

Campaigns of corporate social responsibility: The case of Canadian oil producer EnCana (Ecuador). , David. Demant

Ethno-racial groups and income attainment in Canada: Investigating the mosaic. , Tamara Rayvon Ferron

Examining the national longitudinal survey of children and youth: A profile of Canadian adolescent sexuality. , Rita Gillis

The governance of agriculture: Global programs of development and agricultural biotechnology. , Kelly Greenfield

Guilty by association: The impact of mainstream media portrayal of African Canadian male criminal participation on the African Canadian community. , Phyllis A. Kumi

Ethno-racial groups and occupational attainment: Influence of human capital and social capital. , Koyel Ranu

Governing at-a-distance: Outsourcing, network prudentialism and quality assurance standards. , Dale Spencer

Theses/Dissertations from 2004 2004

Mapping the lines: An exploration of mobility and urban spaces amongst bicycle couriers. , Philip J. Boyle

Multiple voices in HIV and AIDS: A comparison of the discourses of Christian religion and public health (Kenya). , Chris Brouillard-Coyle

Postmodern penality? GPS electronic monitoring and the new penology. , Ryan S. Cotter

Into the interior: An exploration of development policies and the representation of Amerindians in Guyana. , Suzanne Friemann

The Pacifica Foundation, the "New York Times" and the propagation of a mature commercial ideology: Objectivity vs. subjectivity and the future of a journalism for the public (Lewis Hill) , Stephen Landry

Orphanhood, informal orphan caregiving and the impact of community-based organizations in the context of HIV/AIDS, in Nyanza, Kenya. , Tamara M. M. Landry

Governing cultural heritage: UNESCO's World Heritage Convention. , Kevin K. Manuel

Identifying factors of stigma influencing the reintegration of ex-inmates as law-abiding citizens. , Richard Phillips

Theses/Dissertations from 2003 2003

UNHCR and the politics of refugee repatriation. , Melaku T. Awoke

The serial murder of sex workers: The social construction of serial killers by sex worker advocacy groups , Heidi Rebecca Charlotte Baker

Camouflaged liaisons: The social organization of Turkish male sexual minorities. , Tarik. Bereket

Walking the contested terrain: An exploration of the lifer identity post-release and its role in reintegration. , Catherine Lynn. Brooke

Sex offenders and the criminal justice system: An exploration of public opinion. , Michelle Anne Coghlan

Policing the corporate image: A case study of in-house security governance and the management of risk in a mass private property in Canada. , Steven David. Hutchinson

Theoretical perspective on mutliple risk behaviour: The influence of social capital on substance use and sexual-risk taking among young men and women. , Sheri-Lynn. Medaglia

The construction of ecstasy as a social problem in Toronto newspapers (Ontario). , Sean Cristin. Miller

Self-control vs. social control as an explanation for delinquency. , Marcel Joseph Parent

Constructing victims: The gendering of domestic violence in the print media. , Kameron Morgana Eve. Perchaluk (nee Robinson)

Theses/Dissertations from 2002 2002

Technologies of governance: The convergence of risk and discipline in an open custody facility for young offenders. , Dale A. Ballucci

Human capital, social capital, and income attainment in Canada. , Daniele. Cerri

Affirming the voices of teen mothers: Exploring the influences of the reconstruction of the welfare state on teen mothers in Ontario. , Treena L. Clift

Learning to conform: Globalization, governance and UNESCO's basic education. , Christiana Maria. Gauger

Alcoholism, Native and non-Native treatment technologies and the discourse of difference. , Kelly Lynn. Henley

Social status and computer use: Sophisticated computer use as a cultural capital? , Daniel James. Holland

Street crime, Casino Windsor, and the theory of routine activities (Ontario). , Lauretta. Loong

Women in transition: Discourses of menopause. , Sue. McPherson

Governing the politics of consent: Gender, expert knowledge, and Bill C-49. , Marcia Leanne. Oliver

Social capital and socio-economic status as determinants of physical, mental, and self-rated overall health in Canada. , Lisa Katherine. Smylie

Theses/Dissertations from 2001 2001

Sex work as work. , Sasha R. Drummond

An exploration of animal abuse in the context of family violence. , Amy Jean Fitzgerald

High expectations for high-risk offenders: A pre-post evaluation of the Federal Offender Rehabilitation Program "Counter-Point". , Bonnie Lee. McKinnon

Sentencing circles for Aboriginal offenders in Canada: Furthering the idea of Aboriginal justice within a Western justice framework. , Melanie Leigh Spiteri

Learning to pour: An exploration into the socialization of the male night shift bartender. , Adam Gordon Park. Stubbs

Theses/Dissertations from 2000 2000

Femininity, sexuality and sport: A case study of female inter-university varsity athletes. , Carolyn L. Dutot

The population of India as a colonial category: The British Censuses of 1872--1911. , Michael Don. Haan

Domestic violence and the state: Abused women's perspectives on the "new" integrated services approach. , Sharron Lynne. Jarvis

Women's smoking and drinking behaviours: The importance of structural inequality, social roles and traumatic experience. , Laura. Landstrom

Theses/Dissertations from 1999 1999

Foreign or domestic?...I'll take foreign! , David. Badalamenti

Intolerance, ignorance, and insensitivity: An examination of anti-gay attitudes and behaviours within a university population. , Ken. Dowler

Exploring the links between sexual coercion and condom negotiation. , Shannon Leigh. Ferguson

Controlling youth crime: A qualitative analysis of informal and formal social controls. , Jill Elizabeth. Johns

The social construction of the economy: Ideology, hegemony, and control , Carolyn M. Lewandowski

Moral reform and the rise of the burlesque industry in London, Ontario. , Kelly MacDonald

The liberal ideal and aboriginality: Concepts of citizenship and self-determination. , Russell. Nahdee

Single white attractive female searching for Mr. Right: Characteristics in mate selection. , Mona. Sleiman

Perceptions of arranged marriages by young Pakistani Muslim women living in a western society. , Arshia Urooj. Zaidi

Theses/Dissertations from 1998 1998

A phenomenological perspective of client aggression and violence on community living support workers. , Brian Richard. Cogliati

The effect(s) of the visual media upon female body image. , Jessica Mary Elsie. Cummings

Defining successful integration: An examination into the life of Grenadian transmigrants in Toronto (Ontario). , Paula Patricia. Green

Youth violence: A study of moral panics in terms of schismogenic loops. , Gary Jonathan. Hsu

Gender and the flower industry in Ecuador. , Nicole Anne. Noel

The medicalization of the 'battered woman' in Ontario, 1974--1996. , Katherin. Podgorny

Exploring links between the social reform, nationalist, and women's movements in India. , Jasvinder Kaur. Sanghera

Honor without women: Honor and the legitimization of murder in the criminal courts of Lebanon. , Randa Bassem. Serhan

Racist intelligentsia: Pathway to the far right's epistemology. , Frank. Tridico

Theses/Dissertations from 1997 1997

Tracing the emergence of corporal phase discipline and punishment in a modern society: The Argentine case (1969-1979). , Michael Victor. Agostinis

Delinquents' perceptions of family upbringing: An interpretive interactionist investigation of family patterns common in the youth of criminally charged adults. , Timothy John. Armaly

The disappearance of FLQ terrorism and the cycle of social protest in Quebec, 1963-1976. , Paul William. Lynd

Dying to be thin: The social construction of the female beauty ideal and eating disorders. , Susan Elizabeth. Martell

An exploration of northeastern Thai women's perception of personal risk of contracting HIV and their intentions, strategies, and barriers to self-protection (Immune deficiency). , Karen. Metcalfe

Strippers reveal the naked truth: A case study of women employed in the stripping occupation in London clubs (Ontario). , Karen Joan. Orton

Down but not out: A study of a men's shelter from a symbolic interactionist perspective. , Scott Daniel. Rogers

Exploring sexual exploitation of children from a criminal events perspective. , Shelley. Young

Academic misconduct at the University of Windsor: An examination of prevalence, policy, and practice (Ontario). , Jennifer Lynn. Zubick

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DR. MOHSAN BEG

Dr. Beg is a clinical psychologist and licensed in the province of Ontario, currently working as the Director of the Student Counselling Centre at the University of Windsor. He earned his undergraduate degree in Psychology at the University of Toronto and completed his Master’s degree and Ph.D. in Clinical Psychology from the University of Windsor.

With more than 15 years’ experience in the mental health field, Dr. Beg has trained and worked in a wide variety of clinical settings including: a mobile psychiatric team; a children’s mental health facility; an emergency room and Level I trauma hospital in downtown Detroit; the forensics unit of the former Clarke Institute of Psychiatry; and at the University of Indiana School of Medicine.

Dr. Beg works with children, adolescents, and adults. His clinical interests are in the area of treating anxiety and depression, addressing mental health issues in the workplace and at the postsecondary level, trauma counselling, and psychoeducational assessments for learning disabilities and ADHD.  He has a particular interest in the development of resilience and “grit” as a key element in assisting individuals to help overcome their particular challenges. Dr. Beg is also an active member of the community having served on the Board of Directors for the Windsor Essex County Children’s Aid Society and the Windsor Family Health Team.

DR. ROBERT CLARK

Dr. Clark is a licensed clinical and school psychologist in the province of Ontario. He earned his undergraduate degree in Psychology, and later his Master’s and Ph.D. degrees in Clinical Psychology from the University of Windsor. He specializes in the treatment and assessment of children, adolescents, and adults.

Dr. Clark’s training and clinical experience consists of work in a variety of settings, including education, health care, and private practice. He completed his pre-doctoral internship at BC Children’s Hospital in Vancouver, where he focused on child and adolescent mental health and pediatric somatic symptom disorders. More recently, Dr. Clark served as the Mental Health Lead at the Windsor-Essex Catholic District School Board and then staff psychologist at the University of Windsor’s Student Counselling Centre.

Dr. Clark is passionate about both training future psychologists and volunteering with local mental health agencies. He has regularly supervised prospective members of the College of Psychologists of Ontario, while also providing training for graduate students of the University of Windsor’s Clinical Psychology Program. In recent years, Dr. Clark has served as a board member for the Distress Centre of Windsor-Essex County and Maryvale Adolescent and Family Services.    

Dr. Clark’s clinical interests include: child and adolescent mental health; anxiety and mood disorders; trauma counselling; and the assessment of learning disabilities and attention-deficit/hyperactivity disorder (ADHD).

ALAINA ESPOSITO, MSW RSW

DR. RUBY JAMIL

Dr. Ruby Jamil is a Clinical Psychologist licensed with the College of Psychologists of Ontario. She is registered to practice in the area of Clinical Psychology with children and adolescents (0-17 years) for both assessment and treatment. She completed her Ph.D. in Clinical Psychology (Child Track) at the University of Windsor in 2020. She also attended the University of Windsor for her M.A. (Clinical Psychology) and B.Sc. (Biological Sciences and Psychology).

Dr. Jamil has been working clinically with Windsor-Essex youth and their families for over 10 years. She has clinical experience in a variety of settings, including community mental health centers, school board, private practices, and university clinics. Dr. Jamil is particularly interested in assessment of autism spectrum disorder. Additional areas of interest include treatment of youth with trauma histories and treatment of anxiety and OCD. Dr. Jamil draws primarily from cognitive behavioural therapy (CBT), acceptance and commitment therapy (ACT), and dialectical behaviour therapy (DBT) skills. She also provides consultation to caregivers to help them understand and manage their child’s emotions and behaviours.

DR. OLIVIA MCGARRAGLE

Dr. Olivia McGarragle earned her Ph.D. in Psychology from Wayne State University, Detroit Michigan and is licensed to practice clinical psychology and provide psychological evaluations and therapy to adults and children. She has been practicing as a Psychologist since 2013, and previously as a masters’ level Therapist in Michigan since 2008. 

Through her work as part of a research team studying Obsessive Compulsive Disorder (OCD) and Attention Deficit Hyperactivity Disorder (ADHD) treatment at the Children’s Hospital of Michigan, Dr. McGarragle gained specialized training and experience in assessing and treating these disorders. She further developed an interest in assessment and treatment of adult ADHD through her dissertation research.  

Dr. McGarragle’s work with the Canadian Mental Health Association and most recently the Teen Heath Centre in Windsor has further developed her interest in a variety of disorders in youth and adults. She is interested in evidence based practices in the treatment of anxiety and mood disorders and ADHD including cognitive therapy interventions, cognitive behavioural therapy, emotion-focused as well interpersonal/attachment based approaches to therapy.

DR. LAUREN O’DRISCOLL

Dr. Lauren O’Driscoll (she/her) is a clinical psychologist registered with the College of Psychologists of Ontario. She completed her Master’s and Ph.D. degrees in Clinical Psychology at the University of Windsor. Dr. O’Driscoll also holds a Bachelor’s degree in Psychology and Criminology from the University of Toronto and an Honours in Psychology degree from Macquarie University. Dr. O’Driscoll is licenced to provide assessment and psychotherapy services for adults.

Dr. O’Driscoll has a diverse background in clinical training at variety of outpatient clinics, hospitals, university student counselling centres, and private practices. She completed a pre-doctorial residency at Eastern Health in St. John’s, Newfoundland, where her training was focused on adult assessment, group therapy, and individual psychotherapy in the context of community mental health.

Dr. O’Driscoll takes a collaborative and flexible approach to psychotherapy, informed by acceptance and commitment therapy, compassion-focused therapy, emotion-focused therapy, dialectical behaviour therapy, and cognitive behavioural therapy. She works with a range of clinical concerns and life challenges, with the aim of assisting clients in increasing present-moment awareness, breaking maladaptive patterns, and promoting values-based growth. Her style is warm, non-judgmental, and compassionate.

NICOLE SCOTT, MSW RSW

Nicole is a clinical therapist with over ten years of experience supporting adults in hospital and community settings focusing on mental/physical health needs. Nicole is committed to the BIPOC community and other equity-seeking groups, respecting, supporting, and promoting equity, diversity, and inclusion. As an experienced individual, couples, family, and group therapist Nicole utilizes evidence-based practices to cultivate a safe space for healing. Adults, age 25+ experiencing anxiety, depression, trauma, life transitions, including geriatric population and caregiver supports, through collaborative, integrative therapeutic approaches.

MORANA SIJAN, MSW RSW

Morana Sijan earned her Bachelor degree in Social work (BSW) in 2000 and then her Master degree in Social work (MSW) in 2009 both from the University of Windsor. She is a registered social worker with the Ontario College of Social Workers and Social Service Workers. She has over 20 years’ experience supporting adolescents and their families who are experiencing a wide range of mood and anxiety disorders as well as behavioural and emotional difficulties. Her therapeutic approaches focus, as needed, in different modalities, such as Cognitive Behavioural Therapy, Dialectical Behaviour Therapy, and Acceptance and Commitment Therapy.

Morana has a warm, compassionate and non-judgemental approach which fosters the development of a trusting therapeutic relationship. She believes strongly in working collaboratively with each individual to best understand their needs which fosters the development and achievement of realistic and meaningful goals.

DR. ANDREW TAYLOR

Dr. Andrew Taylor is a Clinical Psychologist licensed with the College of Psychologists of Ontario. He earned an Honours B.A. in Psychology from the University of Windsor and his M.A. and Ph.D. from the University of Detroit Mercy.   Dr. Taylor is licensed to perform individual psychotherapy and psychological assessments in the areas of clinical psychology and rehabilitation psychology and is authorized to practice with children, adolescents, and adults.

Dr. Taylor has worked in a variety of mental health settings, such as the Teen Health Centre, Regional Children’s Centre, Maryvale Adolescent and Family Services, Windsor Group Therapy Project, and the Community Mental Health Clinic.   He has been involved in a number of published research studies examining eating disorders, treatment motivation, and intellectual disabilities. A member of the Ontario Psychological Association and the American Psychological Association, Dr. Taylor is also a research scientist with the OZAD research centre.

Trained in psychodynamic and cognitive-behavioural therapy, Dr. Taylor uses an integrative approach tailored to his clients’ individual needs and goals.   In the context of a non-judgmental and confidential therapeutic environment, he works collaboratively with clients to determine realistic goals for therapy and to develop the insight and behavioural change that can lead to a more adaptive and satisfying life.

STEPHANIE TOUSIGNANT, MSW RSW

Stephanie obtained her Master of Social Work degree from the University of Windsor in 2009 and is licensed as a Clinical Social Worker in the state of Michigan. She also holds a Bachelor of Psychology degree and a Master diploma in PsychoEducational Skills and Guidance from the University of Calgary. Stephanie has over ten years experience providing clinical supports to children, adolescents, adults, and families and prioritizes her therapeutic framework to be both client-centred and eclectic in order to best suite the needs of her clients.

Stephanie is trained in Emotionally Focused Therapy, Narrative Therapy, Cognitive Behaviour Therapy and Dialectical Behaviour Therapy, and specializes in Attachment based approaches as it relates to relationships, mood disorders, trauma, and grief and loss. She has also obtained her certificate in Maternal Mental Health from Postpartum Support International and pairs this knowledge with extensive experience in working with infant, child, and parental mental health. In addition, Stephanie is also trained in Family Based Therapy to support Adolescents and their families battling Eating Disorders.

JENNIFER WHITE, MSW RSW CEDS

A graduate of the Masters of Social Work Program at Wayne State University in Detroit Michigan, Jennifer White is passionate about continually staying on top of the leading treatment developments by participating in several conferences annually throughout North America. Jennifer also holds an Honours Bachelor of Commerce degree from the University of Windsor and a Bachelor of Arts degree in Political Science from McMaster University in Hamilton, Ontario.

Jennifer has specialized her counselling services in the area of Eating Disorders for nearly eight years, most recently as a therapist and social worker at WECHC, The Teen Health Site in Windsor, Ontario. She has devoted her career to helping individuals suffering with eating disorders – and their loved ones – restore control of their lives. Jennifer is a Certified Eating Disorder Specialist and structures her treatment on evidence-based practices that are designed specifically to meet the individual’s needs.

Jennifer is certified as a Family Based Therapist, and provides insightful support to those who care for someone with an eating disorder to achieve optimal recovery rates. She is also trained in EMDR (Eye Movement Desensitization and Reprocessing Therapy) for the treatment of PTSD and simple trauma.

Elise Muscedere, MSW RSW

Elise is a Registered Social Worker, holding both a Bachelor of Social Work and a Master of Social Work from the University of Windsor. Elise is trained in cognitive behavioral therapy (CBT), with a concentration in trauma from the University of Wilfrid Laurier. She has also received training in concurrent disorders and evidence-based practice treatment approaches from the University of Toronto. Elise supports adults by working collaboratively when developing goals for treatment, utilizing a holistic approach with each client to address the client’s unique needs. Elise practices from a place of client empowerment and clinician integrity to resolve complex challenges related to anxiety and mood disorders. She is dedicated to the creation of a safe and judgement-free environment.

Stacy Gareau, MSW RSW

Stacy Gareau is a registered social worker, with a MSW, and a BSW, both degrees were earned from the University of Windsor, graduating from the Master of Social Work program in 2010. She has 13 years of experience in the social work field, much of it has been spent working with children, teens and their caregivers. She loves helping people from all backgrounds make new paths in their lives, and has worked with Indigenous people on and off reserve in British Columbia and Ontario. She uses a strength based approach that is trauma informed, client centered, using tools from her training in DBT, CBT, EFFT, and Indigenous Focused Trauma therapy.  She loves learning, and is always trying to find new ways and strategies to support her clients with anxiety, depression, relationship challenges, and life transition stresses, including those related to gender diversity. She is especially passionate about supporting children, youth and their caregivers through difficult times. She feels privileged to be invited into people’s lives and hold space for them, so they do not have to feel alone in their journey to wellness.

Josh Parent,  Registered Psychotherapist

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Liliane Windsor

• Associate Dean for Research , School of Social Work
• Professor , School of Social Work
• Professor , Lemann Center for Brazilian Studies
• Professor , Center for Latin American and Caribbean Studies
• Affiliate , Center for Social and Behavioral Science

Personal profile

BA, Education, Faculdade de Ciências Humanas-Fundação Mineira de Educação e Cultura , Brazil, 1998 MSW, Social Work, The University of Texas at Austin, 2002 PhD, Social Work, The University of Texas at Austin, 2008

Research Interests

Liliane Cambraia Windsor, PhD, MSW is an Associate Professor at The University of Illinois at Urbana-Champaign, School of Social Work. Born and raised in Brazil, she received her Bachelor of Science degree in Education from FCH-FUMEC, Brazil in 1998. She moved to Texas in 2000 to pursue her Master of Science and doctoral degrees in Social Work from The University of Texas at Austin. Her research focuses on health disparities, substance use disorders, HIV prevention, and criminal justice with special emphasis on distressed communities using mixed methods and community based participatory research (CBPR).  Dr. Windsor has overseen numerous externally and internally funded research studies in the United States and Brazil. She is affiliated with the Special Populations Office at the National Development & Research Institute (NDRI) and the Lemann Institute for Brazilian Studies at the University of Illinois at Urbana-Champaign.  She is an elected member of the College of Problems on Drug Dependence and the National Hispanic Science on Drug Abuse. Her teaching interests include research methods, social justice, and substance use disorders. Dr. Windsor is the founder and chair of the Newark Community Collaborative Board, a group of researchers, service providers, and consumers responsible to develop, test, and disseminate Community Wise, a multilevel intervention designed to address substance use related disparities in distressed communities. The website for the Newark CCB can be found here: newarkccb.org

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• 1 Similar Profiles
• Child Abuse Medicine & Life Sciences 100%
• Substance-Related Disorders Medicine & Life Sciences 63%
• oppression Social Sciences 53%
• Community-Based Participatory Research Medicine & Life Sciences 52%
• Food Supply Medicine & Life Sciences 52%
• substance abuse Social Sciences 50%
• American Social Sciences 48%
• African Americans Medicine & Life Sciences 45%

Collaborations and top research areas from the last five years

Dive into details.

Select a country/territory to view shared publications and projects

Research output

Research output per year

Evidence-Based Home Visiting Provisions and Child Maltreatment Report Rates: County-Level Analysis of US National Data From 2016 to 2018

Research output : Contribution to journal › Article › peer-review

• Child Abuse 100%
• evidence 35%
• Mothers 21%
• Observational Studies 13%

Policies to reduce child poverty and child maltreatment: A scoping review and preliminary estimates of indirect effects

• Poverty 90%
• poverty 58%
• Costs and Cost Analysis 52%

The effects of social support and self-efficacy on hopefulness in low-income older adults during COVID-19 pandemic

• Pandemics 93%
• Self Efficacy 89%
• Social Support 84%

Community Food Insecurity and Child Maltreatment Reports: County-Level Analysis of U.S. National Data From 2009 to 2018

• Food Supply 100%
• Child Abuse 95%
• nutrition situation 93%
• Child Welfare 13%
• Population 11%

Individual and structural determinants of COVID-19 vaccine uptake in a marginalized community in the United States

• vaccines 100%
• Vaccines 87%
• Social Determinants of Health 52%
• Baseline surveys 40%

Press/Media

Project helps east st. louis residents overcome barriers to covid-19 testing, vaccination.

1 item of Media coverage

Press/Media : Press / Media

Study adapting HIV/AIDS behavioral interventions to mitigate COVID-19

1 Media contribution

Press/Media : Research

NIH-funded drug abuse program explores problems such as racism, incarceration

Liliane Windsor & Douglas Cary Smith

Press/Media : Expert Comment / Interview

Office: 2113

School of Social Work

1010 W. Nevada St.

Areas of focus

SOCW561 Critical Dialogue

Liliane Windsor

Associate Dean for Research, Professor

My dream is to live in a equitable society where everyone has a fair chance to thrive. To do that, I partner with community members to develop and test health interventions that change individual behaviors, relationships, and communities.

• M.S.W. and Ph.D. in Social Work – University of Texas at Austin
• B.S. in Education – FCH-FUMEC, Brazil

Liliane Cambraia Windsor, Ph.D., MSW is Associate Dean for Research and Professor of Social Work at The University of Illinois at Urbana-Champaign. Dr. Windsor’s research focuses on the application of critical consciousness theory to the development of multi-level interventions designed to promote health equity in the fields of substance use disorders treatment, infectious disease, and the criminal legal system in marginalized communities. Dr. Windsor follows community based participatory research (CBPR) principles and the multiphase optimization strategy (MOST). She utilizes a variety of scientific methodologies including ethnography, randomized experimental controlled trials, measurement development, meta-analysis, and online survey. She is the founder and chair of the Critical Consciousness Collaborative ( www.the3c.org ), a group of researchers, service providers, and consumers who partner with marginalized communities to develop evidence-based health interventions with real world impact.

Dr. Windsor is currently the principal investigator in two large randomized controlled trials funded by the National Institute on Minority Health and Health Disparities and the National Institute of Allergy and Infectious Disease to optimize the COVID-19 Prevention and Treatment Cascade.

Dr. Windsor is a 2019-2020 Robert Wood Johnson Health Policy Fellow with a placement in Senator Dick Durbin’s office.

Born and raised in Brazil, Dr. Windsor received her Bachelor of Science degree in Education from FCH-FUMEC, Brazil in 1998. She moved to Texas in 2000 to pursue her Master of Science and doctoral degrees in Social Work from the University of Texas at Austin.

Selected Publications

• Campbell, J., Kaur, A., Gamino, D., Benoit, E., Amos, B. & Windsor, L. (2023) Individual and Structural Determinants of COVID-19 Vaccine Uptake in a Marginalized Community in the United States. Vaccine. Aug 5:S0264-410X(23)00923-4. doi: 10.1016/j.vaccine.2023.07.077. PMID: 37550145.
• Lee, C., Gamino, D., Lore, M., Donelson, C. (2023) Use of research electronic data capture (REDCap) in a sequential multiple assignment randomized trial (SMART): A practical example of automating double randomization. BMC Medical Research Methodology , 23 ( 162). https://doi.org/10.1186/s12874-023-01986-6
• Jemal, A., Windsor, L., Inyang, C., & Pierre-Noel, C. (2022) The critical dialogue cornerstone: Suggested Practices to guide implementation, facilitation and evaluation. Journal of Progressive Human Services: Radical Thought & Praxis. DOI: doi.org/10.1080/10428232.2022.2056866 NIHMS1794814
• Jung, H., Sunderrajan, A., Durantini, M., Sanchez, E., Windsor, L., Chan, S., Jung, A., O’Brien, T., Fayaz, B., Karan, A. Lee, C., Kwon, S., Albarracin, D. (2022) Testing a digitally distributed recruitment method to recruit a network of community agencies to fight the consequences of the drug epidemic: A study in thirteen American states. Journal of Community Psychology. DOI: 10.1002/jcop.22846
• Kim, H., Chiang, C.J., Song, E., J., Windsor, L. (2022) Do county mental health, physical health, and care provider availability predict child maltreatment report rates? Child Abuse & Neglect, 134. DOI:10.1016/j.chiabu.2022.105880
• Kim, H., Gundersen, G., Windsor L. (2022) Community food insecurity predicts child maltreatment report rates across Illinois zip codes, 2011-2018.  Annals of Epidemiology. DOI: https://doi.org/10.1016/j.annepidem.2022.06.002 .
• Kim, H., Gundersen, C., Windsor, L. (2022) Community food insecurity and child maltreatment reports: County-level analysis of U.S. national data from 2009 to 2018. Journal of Interpersonal Violence. DOI:10.1177/08862605221080148
• Kim, H., Song, E.-J., Windsor, L. (2022). Evidence-based home visiting provisions and child maltreatment report rates: County-level analysis of us national data from 2016 to 2018. Child Maltreatment. DOI: 10.1177/10775595221107533
• Kim, H., Song, E.-J., Windsor, L. (2022). Longitudinal changes in the county-level relationship between opioid prescriptions and child maltreatment reports, United States, 2009-2018. American Journal of Orthopsychiatry. DOI: 10.1037/ort0000682
• Mogro-Wilson, C., & Negi, N., Acquati, C., Bright, C., Chang, D.F., Clark Goings, T., Greenfield, J.C., Gurrola, M., Hicks, T., Loomis, A., Parekh, R., Strolin-Goltzman, J., Valdovinos, M.G., Walton, Q.L., Windsor, L.   (2022).  Reflections from academic mothers of young children on social work research and education.   Journal of Social Work Education, DOI: 10.1080/10437797.2021.2014726
• Windsor, L. , Benoit, E., Pinto, R., Sarol, J. (2022) Optimization of a new adaptive intervention using the SMART Design to increase COVID-19 testing among people at high risk in an urban community. Trials, 23(310). DOI: doi.org/10.1186/s13063-022-06216-w.
• Windsor, L . Jemal, A., Goffnet, J. Smith, D., & Sarol, J. (2022) Linking Critical Consciousness and Health: The Utility of the Critical Reflection About Social Determinants of Health Scale (CR_SDH). SSM Population Health, 17. DOI: doi.org/10.1016/j.ssmph.2022.101034.
• Windsor, L., Benoit, E., Pinto, R. M., Gwadz, M., and Thompson, W. (2021) Enhancing Behavioral Intervention Science: Using Community Based Participatory Research Principles with the Multiphase Optimization Strategy. Translational Behavioral Medicine, 11(8):1596-1605. doi: 10.1093/tbm/ibab032. PMC8367018
• Windsor, L., Pinto, R., & Lee, C. (2021). Interprofessional collaboration associated with frequency of life-saving links to HIV continuum of care services in the urban environment of Newark, New Jersey. BMC Health Services Research, 20 (1014). doi.org/10.1186/s12913-020-05866-3

Latest news

• Faculty & Staff,
• Community Impact

Project Helps East St. Louis Residents Overcome Barriers to COVID-19 Testing, Vaccination

March 11, 2022

SSW Hires First Associate Dean for Research

February 17, 2021

Study Adapting HIV/AIDS Behavioral Interventions to Mitigate COVID-19

December 08, 2020

• Bachelor of Social Work
• Master’s Program
• PhD Program
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• Graduate Practicum
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• Equity & Inclusion
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Call for Nominations: 2024 Inspiring Social Worker of the Year Award

May 21, 2024

Background:

Social work is a calling which requires practitioners to have a strong commitment to caring and social justice. Despite the tremendous pressure of limited resources and heavy workload, many dedicated social workers in British Columbia work hard, day in and day out, to fulfill their commitment to this calling. Among them, Paul Cheng, a social worker  who immigrated to Canada from Hong Kong, dedicated himself to serve new immigrants, youth in care, street youth, people with addiction, and many others, in Hong Kong and Canada for over forty years. It is widely recognized by his colleagues, clients, students, and friends that Paul’s genuine caring attitude, professional practice, and tireless personal efforts deeply touched and greatly inspired them. In memory of Paul, the Inspiring Social Worker of the Year Award has been established to recognize social workers in British Columbia whose professional and personal efforts and dedication to serving people from marginalized communities has inspired others to care and contribute to the promotion of social justice.

Upon the recommendation of an adjudication committee, one successful nominee each year will receive the Award and an honorarium of $2,000.00 for sharing her/his experience at the Paul Cheng Memorial Lecture. The lecture will be on September 3, 2024 at the University of British Columbia, School of Social Work, Paul Cheng’s Alma Mater. The presentation will be video recorded and uploaded to the School’s website. It will also be linked to BCASW’s website for a wider audience.

Nomination Criteria:

A nominee for the Inspiring Social Worker of the Year will:

• have formal social work training at the bachelor’s level or above (not necessarily from Canada),
• practice social work within British Columbia,
• be a Registered Social Worker with the BC College of Social Workers or practice in an exempted position,
• demonstrate a strong commitment to social justice in work with marginalized populations,
• be recognized as a role model who inspires others.

Nomination and Adjudication Process:

Nominations will be received from May 15 to July 15, 2024.  All nominations will be sent by email to [email protected]   with the phrase Inspiring Social Worker Award in the subject line.

To nominate a candidate, please attach:

• a brief statement of consent signed by the nominee,
• 1-2 page CV of the nominee with contact information
• 2-3 page narrative summarizing the work by the nominee that demonstrates their commitment to social justice and how/who the nominee has inspired,
• two recommendation letters written with good knowledge of the work and inspirational influence of the nominee.

The Award is co-sponsored and organized by the British Columbia Association of Social Workers and the University of British Columbia, School of Social Work. The adjudication committee will be formed in April with two members from BCASW, two members from the UBC School of Social Work and the funder (or her delegate). Announcement of the winner will be made in early June.

Should you have any questions, please contact Dianne Heath, Executive Director, BCASW at [email protected] or Barbara Lee, Assistant Professor, UBC School of Social Work at [email protected] .

Please click here to view the official flyer.

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Commencement 2024

The Jack, Joseph and Morton Mandel School of Applied Social Sciences  celebrated the graduation  of its Master of Social Work (MSW), Master of Nonprofit Organizations (MNO), and PhD in Social Welfare students on Friday, May 17, 2024.

The  Mandel School's diploma ceremony  took place at the Maltz Performing Arts Center's Silver Hall at 10 a.m. and the  School of Graduate Studies' diploma ceremony  (which administers our PhD in Social Welfare degrees) took place at the Veale Convocation, Recreation and Athletic Center at 2 p.m. A reception was held for our graduates in Noble Commons from 12 to 2 p.m.

Alumna Hannah Griswold (MNO ‘93), a strategic development consultant with over 20 years of experience in fundraising and brand creation, delivered the  school's diploma ceremony address .

The university hosted its second annual clap out, convocation and Spartan send-off barbecue on Wednesday, May 15, at 3:30 p.m. Vinton Cerf, Google's vice president and chief internet evangelist who is widely considered one of the “fathers of the internet,” delivered the keynote address.

All of the ceremonies were live-streamed and recorded for off-campus-viewing again this year.

View photos from the Mandel School's diploma ceremony

See how CWRU celebrated Commencement 2024

Mandel School Student & Faculty Commencement Awards

Nominations are held every spring to recognize outstanding Mandel School faculty members and graduating students for their exceptional achievements in the classroom and community. Student and faculty commencement awards are presented during the Mandel School's diploma ceremony in May each year. Congratulations to all of our award winners!

Mandel School Diploma Ceremony Student Speaker

Students nominate one of their classmates to speak as a representative of the current class at the Mandel School's diploma ceremony.

Irene Sogg Gross Award

Harley rubin.

The Irene Sogg Gross Award was established by Milton Gross to honor the memory of his wife, Irene Sogg, a 1940 Mandel School graduate. The award is presented to a member of the graduating class, chosen by their peers, in recognition of outstanding interest and accomplishments in the areas of humanitarian service.

Sylvia and John A. Yankey Community Service Award

Abigail schultz.

The Sylvia and John A. Yankey Community Service Award is presented to a graduate who has actively engaged as a volunteer in one or more successful community service activities or projects while a student at the Mandel School. The spirit of the award is to recognize a student who exemplifies Professor Emeritus  John A. Yankey 's dedication to community service and his desire to strengthen the nonprofit sector. The award brings public attention to the extensive commitment of students to the nonprofit sector, and provides an opportunity to highlight both the student's involvement and the nonprofit organization.

Norma C. and Albert I. Geller Student Award

The Norma C. and Albert I. Geller Student Award is awarded to a Mandel School student who has done significant work in child abuse prevention.

Dean's Award for Outstanding Student Achievement

Kate guditz.

The Mandel School Dean's Award for Outstanding Student Achievement is presented to a graduate whom faculty feel exhibits academic achievement, exceptional service to the school, and exemplary performance in field education.

Outstanding Field Instructor Award

The Outstanding Field Instructor Award recognizes one individual for their incredible work, as well as their commitment to students and to the future of the social work profession. These individuals work to help students apply classroom theory to the realities of today's service delivery challenges, develop their professional skills, and grow their identities as professional social workers.

John A. Yankey Outstanding Teacher Awards

Full-time:  elizabeth bach, part-time (adjunct): patrick clifford, mno: alexander campbell.

The Outstanding Teacher Awards honor Professor Emeritus  John A. Yankey , who was nominated a record number of times as "Outstanding Teacher" in both the MSSA/MSW and MNO degree programs for his ability to enlighten, motivate and inspire students. Each award is a testimony to the tremendous talent and commitment of our faculty members.

Dean’s Discretionary Awards

The Dean's Discretionary Awards are not issued every year—only when there is a clear individual who shines and fully embodies the criteria of each of the respective awards.

Distinguished Service Award

Sandra m. turner, phd (grs ’04, social welfare), mandel school visiting committee chair & volunteer for four decades.

The Distinguished Service Award is presented to a social worker for outstanding contributions to the social work profession, the community and the Mandel School.

Sandra Turner’s service to the Mandel School began four decades ago when she became an adjunct faculty member. In 2017, she retired as Director of EY Assist, America's Talent Team, at Ernst & Young LLP. She is extremely active in her community, having been elected and re-elected as a council member for the Village of Gates Mills, Ohio, for two four-year terms. Turner joined the Mandel School Dean’s Visiting Committee in 2012 and by 2018, she became Visiting Committee Chair. During her leadership, the Committee’s activities have grown exponentially. She was vital to our Scholarship Campaign Committee from 2018–20. She chaired the Recognition Committee for Dean Emeritus Cleve Gilmore and has been integral to all our fundraising efforts while providing important consultation for senior administrative roles within the school. When it came to hiring a new dean back in 2021, she was a key participant in the search process. 

Herman D. Stein Distinguished Social Work Educator Award

Kathleen j. farkas, phd (grs ’84, social welfare), associate professor emerita.

The Herman D. Stein Distinguished Social Work Educator Award is an exceptional award given only when a body of work is deemed significant and a recognized contribution to social work education and the profession, as evidenced by scholarly pursuits, leadership and academic excellence. The award honors Herman D. Stein, dean emeritus of the Mandel School, for his life’s work, extraordinary body of knowledge, and commitment to social welfare both in the U.S. and abroad—he was a social work luminary whose work changed the face of international social welfare.

Kathy Farkas is an expert in mental health and substance use among women and older adults. She taught widely across both the master's and doctoral programs and has received three Mentorship Recognition Awards from the Council on Social Work Education (CSWE) before retiring last year after 35 years of exemplary service to the school. Farkas was the lead for two innovative, grant-funded community programs—the Home Visitor Program and the Women’s Re-entry Network. She has published two books, countless articles, book chapters and essays. With  Richard Romaniuk , she developed and led the course “Invisible Groups in a New Poland.” In 2017 and 2020, she was selected as a visiting scholar at the University of Warsaw, Poland. Farkas was also a member of the 2012 delegation for CSWE’s China Collaborative.

Advocate for Social Justice and Leadership Development Award

Stephen h. hoffman, jack, joseph and morton mandel foundation chairman of the board.

The Advocate for Social Justice and Leadership Development Award is the Mandel School's highest honor, given to a recipient for their many significant contributions to promoting social justice, empowering communities, shaping public policy, informing social change and transforming lives.

Stephen Hoffman helps advance the wishes of the late Mandel brothers, and is receiving the same award that was established back in 2007 to recognize their varied contributions to the school. He was honored as a social worker and nonprofit leader who has been a true partner and champion for the profession of social work, a sincere advocate for the Mandel School and a distinguished leader across the city of Cleveland. Hoffman uses advocacy, philanthropy and initiative to build trust and welcomes diverse perspectives throughout Cleveland’s human services and arts community.

School of Graduate Studies Awards

Each spring, faculty and staff are encouraged to nominate students from their department for  awards offered through the School of Graduate Studies .

The Graduate Studies awards are presented at the annual School of Graduate Studies Awards Ceremony each May. This year's ceremony was held Wednesday, May 1.

John S. Diekhoff Awards for Excellence in Graduate Teaching and Mentoring Nominees

Mark joseph  and  jessica wojtalik.

Established in 1978 in honor of John Diekhoff, the John S. Diekhoff Awards for Excellence in Graduate Teaching and Mentoring are presented each year to four faculty members who make exemplary contributions to the education and development of graduate students at Case Western Reserve University. Diekhoff served as professor of English, chair of the Department of English, dean of Cleveland College, acting dean of the School of Graduate Studies and vice provost of the university.

Mark Joseph, the Leona Bevis/Marguerite Haynam Professor in Community Development and founding director of the National Initiative on Mixed-Income Communities , and Jessica Wojtalik, assistant professor, were two out of 57 faculty nominated for this award.  Read more in the daily .

Marie Haug Award

Kate guditz  & carlie shelton.

The Marie Haug Award is presented annually to a graduate student(s) who has shown exemplary performance in their gerontological studies. The award was established in 1990 to honor Dr. Haug’s pioneering work in aging at Case Western Reserve University, who co-founded the Frances Payne Bolton School of Nursing's  University Center on Aging and Health  in 1978.

Ruth Barber Moon Award

Nichole cobb.

For her leadership in curriculum development.

Richard A. Zdanis Fellowship & Graduate Student Appreciation Award

Jeesoo jeon  .

Jeon has an impressive set of work outlined for her dissertation, and we look forward to seeing how her work illuminates changes needed for the field.

Other Awards

Unity banquet scholarship awards, ayowole samuel ajiboye  & sylvia hernandez.

The annual  Unity Banquet and Scholarship Dinner celebrates the academic achievements of underrepresented and diverse graduate and undergraduate students at Case Western Reserve University, as well as graduating high school seniors, by awarding thousands of dollars in scholarships each spring. The evening also serves as an opportunity to recognize future students and CWRU community partners.

Dr. Dorothy Pijan Student Leadership Awards

Outstanding community service award, ayowole samuel ajiboye.

The Student Leadership Awards were created by Dr. Dorothy Pijan in 1986 to recognize and honor CWRU's outstanding undergraduate  and graduate student leaders. Pijan was the director of Thwing Center and Student Activities from 1982–2003. She was a well-respected and nationally-known student union professional with an incredible passion, drive and dedication to student leadership. After her death in 2003, the awards were named in her honor to recognize her many contributions to student life at Case Western Reserve. Over 20 different student leadership awards are presented during an awards ceremony each spring.

Please visit our commencement page to watch the 2024 ceremony and view the Class of 2024 Name Book

Fall 2024 On-Campus MSW Application FINAL Deadline: July 16, 2024

Resiliency of MSW graduate inspired by the strength of his father

In September 2023, nine weeks before he was due to complete the requirements for a Master of Social Work (MSW) degree at USC, Benjamin Roach, MSW ’24, lost his father. Over the previous four years, his father had been living with progressive supranuclear palsy (PSP), a rare, Parkinson-plus syndrome that affects body movements such as walking, balance and eye function. In 2019, Roach and his older sister became the medical and financial power of attorney for their father. They managed all of his care needs, including moving him to multiple board and care facilities in different part of California. 

Roach contemplated pausing his studies several times during this challenging period, but he persevered with support from family, friends, his USC professors and fellow classmates, who all helped him become a graduate of the Suzanne Dworak-Peck School of Social Work .

During his sophomore year of undergraduate study, Roach’s father was living just outside of Sacramento, California, with Roach residing 500 miles away in San Diego. Coordinating his care from such a distance became progressively more difficult. He “white knuckled” his way through his spring semester, then spent the summer moving his father into a board and care home and organizing the sale of his house. Before the move, he promised his father that would not rest until his every need was met.

After about a year, Roach and his sister were able to move their father to a care facility in San Diego so they could manage his care more closely, and allow for Roach to spend more time with his father while continuing his full-time psychology degree program. Despite the ongoing challenges of caregiving, Roach graduated from the University of San Diego magna cum laude and fulfilled a goal he held since childhood.

Finding support in a virtual setting

Ben began investigating options for graduate programs and was inspired by social work.

“I kind of fell in love with the service,” Roach said. “An entire field based on helping others; and there are many ways to do it.”

The MSW program at USC offered a comprehensive and interactive online option for earning the degree, including practicum placements within students’ local communities.

The online option for the MSW, delivered through the Virtual Academic Center (VAC) platform at USC Social Work, provided interactive online modules, videos and readings, as well as clinical simulations with professional actors portraying clients for students to practice their skills in real time. 

“I was truly amazed,” Roach said. “It was very intuitive.”

Most remarkable, was the sense of community that the professors created in the virtual classrooms.

“The professors did a fantastic job of really bringing us together to support each other,” Roach said. “They created a really safe and supportive environment, even within Zoom. I felt that although I was going through this journey with my dad, all of my classmates were there with me, made time for me, and I could process with them. It was very powerful, and it all stemmed from the professors.”

His father’s condition continued to progress not long after Roach started his MSW studies, with an additional diagnosis of Parkinson’s-related dementia. Within six months, he had to make the difficult decision to move his father into hospice care. Having just begun his practicum placement at North Coastal Mental Health Center in Oceanside, California, Roach started a daily routine of meeting the challenges of his internship and then driving for over an hour in traffic to spend the evenings with his dad at the hospice care facility.

“Somehow Ben was always able to show up to class grounded, attuned to others and prepared,” said Jennifer Parga, associate teaching professor, who was amazed by Ben’s resilience through the unpredictability of a practicum placement, the intensity of full-time study and caregiving.

Parga explains that practicum placement is a course in itself, and as a faculty member she is able to assist students to digest their practicum experience in real time — both the triumphs and difficulties.

“Over the course of multiple semesters, you have sessions that are celebrations of client and student connection, of finally getting agency documentation correct, or having consistent supervision,” Parga said. “You also have classes where you unpack ethical dilemmas, talk about no shows, levels of disclosure or being enough.”

Roach credits Parga, with creating an incredible support structure and sense of community in the program.

Looking Ahead

At North Coastal Mental Health Center, Roach primarily worked with individuals suffering from serious and persistent mental health (SPMI) who were also experiencing homelessness. Statistics showed that about 35 percent of the center’s clients had a co-occurring mental health diagnosis and a substance use disorder. Yet, not one of the ten existing therapy groups specifically addressed addiction recovery. Roach pitched the idea of developing an additional group to his supervisor, who allowed him to create a 15-session curriculum for addressing addiction incorporating elements from Smart Recovery, Dialectical Behavioral Therapy and Cognitive Behavioral Therapy.

After only three weeks, the new addiction recovery group was one of the most attended groups at the clinic. By the time his practicum placement ended, he had run the first seven sessions and trained a new clinician to replace him.

“I'm really proud of that one,” Roach said. “I like that you're working with people that truly need help. It was really powerful work and you could just tell that you're doing something important and it feels good.”

When his father passed away, in the final weeks of his MSW studies, Roach took a week off from his classes and internship. Then, he had a choice to make – delay completing his degree and subsequent graduation, or power through. Taking inspiration from his father, who never lost his smile or sense of joy throughout his journey with PSP, Roach decided to finish his degree and make up the hours he had missed.

“My father found peace and harmony at the end, and so that helped me process,” Roach said. 

At the end of his practicum placement, North Coast Mental Health Center offered him a full-time position as an associate clinical social worker and addiction specialist.

Despite all the difficulties he had to face and overcome during his studies, Roach graduated from USC with a 4.0 GPA, of which he is very proud. He is eternally grateful for the unwavering love and support from his mother Sherry, friends, siblings and professors that helped him accomplish this.

Roach plans to become a licensed clinical social worker, and complete a certificate program in alcohol and drug abuse counseling to also become a certified alcohol and drug counselor.

During a recent site visit to North Coast Medical Center, Roach’s practicum instructor jokingly said to Parga, “Send me more Bens!” And Parga understood exactly.

“You can see the drive in Ben,” Parga said. “And at the same time, you also see an immense patience in him for the opportunity of more learning to come.”

Rest in peace Roger Stanley Roach (1/7/55 – 9/30/23), a man of joy, love and passion.

To reference the work of our faculty online, we ask that you directly quote their work where possible and attribute it to "FACULTY NAME, a professor in the USC Suzanne Dworak-Peck School of Social Work” (LINK: https://dworakpeck.usc.edu)

Community outraged after alderman posts photo of severed human arm on Facebook

WAUKEGAN, Ill. (WISN) – A gruesome social media post made by a city leader in Illinois has drawn backlash from constituents.

There was horror and outrage at the Waukegan City Council meeting Monday from the community and Waukegan Mayor Ann Taylor after a photo appearing to show a human arm showed up on Waukegan Alderman Keith Turner’s Facebook page.

“I literally, myself, almost passed out when I saw that picture, so I can’t even imagine what this poor mother went through,” Taylor said.

Taylor referred to the mother of Sade Robinson. Robinson was a Milwaukee woman who is believed to have been killed and dismembered after a first date last month.

Experts are still trying to determine if the arm found May 11 in Waukegan belongs to Robinson. Alderman Turner’s original post included a photo of a severed arm and a caption, but there has not yet been a report or mention from the administration if it was identified as Robinson’s.

“I was outraged like most people should be. All I could think of was this poor family and what they were going through as a mother and a grandmother myself. I can’t even imagine what they’re going through and then to have to see that, it’s despicable,” Taylor said.

The post has since been deleted.

However, Alderwoman Lynn Florian said the council has not forgotten. It would fall on the city council to censure Turner.

“I’ve already talked to some of my fellow aldermen and we plan to do that at the next city council meeting,” Florian said.

Robinson’s family called on Turner to be fired.

“I have been longing for my child in that moment when I saw her body again, should have been and only for my eyes and my family,” Robinson’s family wrote in a letter from their attorney.

Turner declined to speak at Monday’s meeting.

“Waukegan cares about them and that this is not something that the city supported in any way, shape or form. This was an individual,” Taylor said.

Copyright 2024 WISN via CNN Newsource. All rights reserved.

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Doctoral students in Mathematics Education and Teacher Education and Teacher Development present at national conference

Posted in: Research Presentations

John O’Meara, PhD student in Mathematics Education, presented a paper with Shanna Anderson, PhD student in Teacher Education and Teacher Development (TETD), at the National Association of Research in Science Teaching (NARST) conference in Denver, CO on March 19, 2024. They presented their work on Social Network Maps: Supporting STEM Teacher Leaders and Characterizing the Phenomenon of Teacher Leadership, funded by the Wipro Science Education Fellowship grant.

They represented their research team, which includes Drs. Mika Munakata , Emily Klein and Monica Taylor (College of Education and Engaged Learning) and Tim Aberle (PhD student in TETD). Congratulations, all!

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At Morehouse, Biden says dissent should be heard because democracy is 'still the way'

Stephen Fowler

Jeongyoon Han

President Biden speaks to graduating students at the Morehouse College commencement Sunday in Atlanta. Alex Brandon/AP hide caption

President Biden speaks to graduating students at the Morehouse College commencement Sunday in Atlanta.

President Biden told Morehouse College's graduating class of 2024 that he's committed to serving Black voters while defending freedom and democracy in the face of "extremist forces" that he says threaten the soul of the nation.

With just six months until the general election, the speech, which was filled with religious themes of struggle and resilience, also served as a continuation of Biden's warning to his supporters of what he thinks the country would look like if Donald Trump is elected again.

"They don't see you in the future of America, but they're wrong," he said. "To me, we make history, not erase it. We know Black history is American history."

The president's commencement address at Morehouse, a historically Black school in Atlanta, also comes as polling shows potentially lower support for his reelection efforts among Black voters and young voters, and as campus protests over conflict in Gaza have disrupted graduations around the country.

Biden said he understood angst over the direction of the country, acknowledged "dissent about America's role in the world" and said that those who have different views should have their voices heard in the name of democracy.

"That's my commitment to you," he said. "To show you: democracy, democracy democracy — it's still the way."

Graduating students at the Morehouse College commencement bow their heads Sunday in Atlanta. President Biden addressed the graduating class of 2024 and warned about "extremist forces" he says threaten the soul of the nation. Alex Brandon/AP hide caption

Graduating students at the Morehouse College commencement bow their heads Sunday in Atlanta. President Biden addressed the graduating class of 2024 and warned about "extremist forces" he says threaten the soul of the nation.

His speech is also one of many events on his recent trip aimed at speaking to Black voters, following events with plaintiffs in the historic Brown v. Board Supreme Court case, meetings with Black Greek Letter Organizations, often known as the Divine Nine, and before he headlines an NAACP dinner in Detroit.

For weeks, several college and university campuses around the country have been roiled with student protests and encampments expressing opposition against Biden and U.S. policies and involvement around conflict in Gaza.

Biden will cap off a week of outreach to Black Americans with Morehouse commencement

Biden is set for the Morehouse graduation. Students are divided

Morehouse has seen student demonstrations, but not occupation of campus spaces or clashes with law enforcement. Outside of the ceremony, a small number of protesters gathered while the commencement itself did not see any major disruptions.

Last week, Morehouse College President David Thomas said he would rather halt proceedings than have students escorted away for protesting.

"If my choice is 20 people being arrested on national TV on the Morehouse campus, taken away in zip ties during our commencement, before we would reach that point, I would conclude the ceremony," he said on NPR's Weekend Edition .

An attendee stands in protest with their back to President Biden as Biden speaks to graduating students at the Morehouse College commencement Sunday in Atlanta. John Bazemore/AP hide caption

An attendee stands in protest with their back to President Biden as Biden speaks to graduating students at the Morehouse College commencement Sunday in Atlanta.

Those concerns did not come to pass. Apart from the heightened security and increased media presence, Biden's speech was met with a similar response to a typical college graduation ceremony.

More than 400 graduating students walked across the stage Sunday, and during Biden's speech a handful of students, some wearing keffiyehs , turned their chairs around to face away from the president.

After the ceremony, Morehouse issued a statement praising the graduating class and their intentionally muted response to Biden.

"It is fitting that a moment of organized, peaceful activism would occur on our campus while the world is watching to continue a critical conversation," the statement reads. "We are proud of the resilient class of 2024's unity in silent protest, showing their intentionality in strategy, communication, and coordination as a 414-person unit."

DeAngelo Fletcher, Morehouse College's valedictorian, closed his address to his classmates by addressing global conflict, particularly the Israel-Hamas war.

"For the first time in our lives, we've heard the global community sing one harmonious song that transcends language and culture," he said. "It is my sense as a Morehouse Man, nay — as a human being — to call for an immediate and a permanent ceasefire in the Gaza Strip."

Biden's speech at Morehouse comes with intense scrutiny as many presidential horse race polls show the president lagging with young voters, Black voters and other nonwhite groups that helped propel him to a narrow victory against Trump in 2020.

Those polls — for now — signal a drop in support for Biden but not necessarily an equal shift toward Trump. There are also signs that some of the displeasure with Biden is more pronounced among people who aren't as likely to vote in November.

While facing a nominal challenge in the Democratic presidential primary, Biden's best-performing areas have often come in places with a large share of Black voters. For example, in Georgia's primary contest 95% of Black voters pulled a Democratic ballot, and Biden won 95% of the overall vote.

While some students, faculty and alumni expressed opposition to Biden's selection as the commencement speaker, reaction on campus during the graduation ceremony was largely positive.

Dr. Tiffany Johnson, a 50-year-old who came to the campus green at 4:30 a.m. to see her son graduate, was also excited to see Biden.

"He is the leader of the free world, the most important job in the world, and for him to come to speak to [Morehouse] graduates, to inspire them, is phenomenal," Johnson said.

Johnson said Black voters who might not support Biden are part of a "bandwagon" that do not understand what he has done for the community, and said his speech would be an ideal opportunity to share his accomplishments.

In the speech, Biden touted a track record that he says makes key investments in Black communities, including a record $16 billion funding package toward historically Black colleges and universities, protecting voting rights, and creating economic policies that strengthens Black businesses.

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For Mormon Missionaries, Some ‘Big, Big Changes’

The church has loosened its strict rules for those evangelizing. And many members of Gen-Z are loving it.

Andres Gonzalez stands in front of a statue of Jesus Christ in Los Angeles as another missionary, Alec Crawley, films him for a video for social media. Credit... Isadora Kosofsky for The New York Times

Supported by

By Lauren Jackson

Lauren attended church in London, Los Angeles and Paris and spoke with current and former missionaries to report this story.

• May 10, 2024

Andres Gonzalez, 19, stands on the balcony of his Los Angeles apartment, his hands in his suit pockets. It is his first week as a missionary, but today, instead of approaching people on the street, he is shooting a video that he will later post to social media.

After about a dozen takes, he is successful. “Hello! If you would like to learn more about Jesus Christ,” he says to the camera in Spanish, “contact me.”

Mr. Gonzalez is the image of the modern missionary for the Church of Jesus Christ of Latter-day Saints, which has changed many of its practices — from how missionaries preach to how they dress.

The faith, long known for sending tens of thousands of neatly and formally dressed young people across the globe each year to preach door to door, is encouraging new missionaries to spread the gospel on social media and, for some, with acts of community service closer to home.

As a church leader, Dieter F. Uchtdorf, put it, missionaries should feel comfortable sharing their faith in “ normal and natural ways .”

In the last few years, the church has also changed some rules for missionaries themselves — loosening restrictions on dress codes ( women can wear pants ) and how often they can call family members back home ( once a week , not just on Christmas and Mother’s Day).

To outsiders, the adjustments may seem small. But to missionaries who adhere to strict rules while on assignment, the shifts are dramatic.

“We’ve seen a lot of big, big changes,” Jensen Diederich, 23, said. He served his mission in Peru and said it was “monumental” when the church allowed him to call home weekly, instead of just twice a year.

The church believes missionary work is essential for the world’s salvation — that people must be baptized in the faith to get to the highest level of heaven after they die. Missionary work also helps increase the church’s membership, and it deepens many young members’ faith. Many missionaries begin their assignments just after they leave home. Instead of partying on a college campus, they commit themselves to the religion and develop habits that can last a lifetime.

One of those members was Senator Mitt Romney of Utah, who was a missionary in France in the 1960s. He has said the isolation of his mission allowed him to examine his faith without distraction . When asked about the changes, he said, “For young people of my generation, I think the separation from family and friends served us well.”

But he understands times have changed. “With today’s youth in near constant contact with one another, maintaining greater connection during a mission fits their life experience,” he added.

Many young church members say the new rules have made missionary service more attractive and realistic.

Kate Kennington, a 19-year-old with a mission assignment to London, said finding people online and messaging them is a more successful way of approaching potential converts. “It’s how I would want to be contacted,” she said.

“Knocking on doors and approaching people on the street are no longer seen as useful as they once were because of shifts in American culture,” said Matthew Bowman, a professor of religion and history at Claremont Graduate University who holds the chair of Mormon studies. He is also a church member.

For decades, missionaries’ clean-cut suits were signs of prosperity, Mr. Bowman said, and an effective way of appealing to converts. But they now feel “outdated.”

Many of the changes, especially the push to evangelize on social media, were fueled by the pandemic, which shut down in-person church gatherings and forced Latter-day Saints and Jehovah’s Witnesses to find alternatives to door-to-door preaching.

The missionaries use their phones to film videos of themselves promoting the church or sharing messages of faith. In one video , a missionary raps about his faith. In another , two missionaries throw a football and a Frisbee through an obstacle course in a church gym — an object lesson meant to visualize how Jesus Christ can help people overcome challenges.

So far, the changes appear to be working: In the last three years, as pandemic restrictions lifted and young members responded to an appeal from the church’s top leader for them to serve, the number of full-time proselytizing missionaries has risen by around 25 percent , according to church data. At the end of last year, the church had about 72,000 full-time missionaries serving around the world.

The church has just under 17.3 million members globally but has seen growth slow. From 1988 to 1989, during a surge in growth when the church expanded into West Africa , the church grew by about 9 percent . Last year, the church grew by about 1.5 percent .

A tradition of travel

Missionary work is a rite of passage for Latter-day Saints — and has been since the church’s founding in 1830.

The church’s missionaries have traveled the world, growing their faith from a fledgling start-up in upstate New York to a global religion that brings in billions of dollars in revenue .

Church leaders say it is men’s responsibility to become missionaries for two years starting at age 18. Missionary work is optional for women, who serve for 18 months. The church has historically encouraged women to focus on marriage and motherhood. But since 2012, when the church lowered the age women could become missionaries to 19 from 21, more women have been going .

Missionaries leave their families and friends, learn new languages and spend the first years of their adulthood spreading the gospel of Jesus Christ.

While on a mission, they cannot date and must follow the religion’s ban on premarital sex, drinking, smoking, coffee and caffeinated tea. Communication with friends and family back home is restricted. They commit to stay focused on their work, and their proximity to their missionary partner creates a sense of accountability that keeps most from breaking the rules.

Until recently, the experience of young missionaries was similar to that of their parents. They first attended a missionary training center — a religious boot camp of sorts — before then traveling to their missions.

Most missionaries now start their training online at home , where the transition is less jarring. They can adapt to a mission schedule with their family’s support. Being home is also an opportunity for new missionaries to evangelize in their community.

“I’ve had friends who aren’t members of the church,” Tanner Bird, a 19-year-old missionary in Brazil who did part of his training at home in Houston. “And I just get super, super excited and talk to them about the gospel.”

Once deployed, men in some areas are allowed to wear blue shirts and go without ties , while women can wear wrinkle-resistant dress pants in “conservative colors.” Most missionaries now have smartphones and call their families weekly.

Some traditions remain: Young missionaries still do not get to pick their destinations. Many teenagers throw parties to open their assignments, reading their “call letter” aloud for the first time in front of family and friends. Others film elaborate announcement videos — including on ice skates . Some serve close to home (there are 10 missions in Utah). Others go as far as Tahiti or Tokyo.

Mr. Gonzalez, the missionary in Los Angeles, said he first imagined going on a mission when he was a child in Venezuela. His parents, who converted to the faith, often had young missionaries over for meals. After the church helped the family settle in Utah, he said serving as a missionary was part of his “American dream.”

Every morning, he wakes up at 6:30 a.m., the set time for many missionaries, with his “companion,” an assigned missionary partner. They are mandated to “never be alone,” with few exceptions, and each day follow a missionary schedule .

On Facebook, they contact people they have met, including those they have approached on the street in downtown Los Angeles. They also search groups for people who may be open to their message and post videos to generate interest in their faith. They keep track of potential converts’ progress, including lessons they teach. Every Monday, Mr. Gonzalez calls his parents.

Calls are also an opportunity for him to receive support. “It’s a little bit hard,” Mr. Gonzalez said of his mission work, describing people in downtown Los Angeles as “busy.” Still, he remains hopeful: “Some of them, they really are ready. They make time, even just like five minutes.”

The missionary experience is not for everyone. Some people feel isolated, find it difficult to adapt to a location, or struggle with the rules or the pressure to keep their commitment. Some people do leave early; the church does not comment on those who do.

Alex McAlpin, a 23-year-old who went on a mission to Denver, almost did not put in a missionary application. Before her mission, she attended Pepperdine University, where she wrestled with some aspects of church doctrine and history.

Then the church made its dress code change, allowing women to wear pants in 2018.

“That was the first day of my life that I thought maybe I would go” on a mission, Ms. McAlpin said. She saw the new dress code and the church’s other mission changes as a sign the church was evolving and listening to its younger members, many of whom hope their church will modernize in larger ways. “I wanted to be a part of the change.”

Lauren Jackson is an associate editor and writer for The Morning , The Times’s flagship daily newsletter. More about Lauren Jackson

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